**Annual Report & Financial Statements for the year ended 31 August 2022**
## **Reference & Administrative Details**
**For the year ended 31 August 2022**
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2022 Annual Report
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**Page**
**Contents Page Reference & Administrative Details 2 Trustees' Report 3-34 Independent Auditor's Report 35-37 Statement of Financial Activities 39 Balance Sheet 40 Cash Flow Statement 41 Notes to the Financial Statements 42-51**
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## **Reference & Administrative Details**
**For the year ended 31 August 2022**
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2022 Annual Report
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## **Status**
The organisation is a charitable company limited by guarantee, incorporated on 26 August 2015 and registered as a charity on 12 October 2015.
## **Governing Document**
The company was established under Memorandum and Articles which established the objects and powers of the charitable company.
## **Company Number**
## **09750864**
## **Charity Number**
## **1163932**
##
CAN Mezzanine, 7-14 Great Dover Street, London, SE1 4YR
## **Trustees**
Stuart Roden (Chair) Brian Linden (Vice – Chair) William de Winton (Treasurer) Thomas Bible Tatiana Amory Chiku Bernardi (resigned 25 January 2022) Emily Meeyoung Sun (resigned 10 May 2023) Jonathan Clark (Safeguarding Lead) Derek Nasseri (Clinical Trustee) Carrie Herbert (appointed 7 December 2021; Chair of the Corner School Education Committee)
## **Chief Executive**
## Cassie Oakeshott
## **Leadership Team**
Cassie Oakeshott - CEO & Clinical Director
Daniela Caton - Head Teacher Corner School
Helen Twigg - Director of Safeguarding & Business Development Lucy Freeman - Director of the Schools Programme Sasha Chipperfield - Head of HR
Tracy True - Finance & Resources Director
## **Auditors**
Haysmacintyre LLP
Chartered accountants & registered auditors 10 Queen Street Place, London, EC4R 1AG
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## **Trustees’ Report For the year ended 31 August 2022**
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2022 Annual Report
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once again been a challenging year for children, families, teachers, and staff managing safeguarding concerns, the impact of the cost of living crisis and general economic uncertainty. There has been a noticeable increase in referrals. We have seen an increase in demand for both our Schools Programme services and for placements at our Corner School.
## **Our Mission**
Unlocking Potential's mission is to work collaboratively with communities to enable children and young people with social, emotional, and mental health (SEMH) needs to unlock their full potential.
We achieve our mission through our strategic goals:
## **Strategic goals**
We deliver high performing therapeutic programmes and education provision for children and young people with SEMH needs.
We work in collaboration with families, communities, and other partners to ensure that children and young people access the interventions they need in order to thrive.
We work in a trauma informed way that is child centric and attachment based, with a total commitment to excellent safeguarding practice.
who are passionate about supporting children and young people to make positive changes in their lives.
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Our Values
Trust
We build trust by being honest, transparent, and
accountable in the way we work with children and young
people, staff, and partners and by providing services and Collaborative
programmes whose outcomes are measurable and
Relationships are at the heart of our work. We prioritise
evidenced based.
communication and collaboration with partners, families,
and communities, believing that by working together we
create more effective and holistic outcomes for children
Empowering
and young people.
We co-create opportunities for our children, young
people, parents/carers and staff to actively participate in
decision-making that influences change. We promote the
voices of children and young people in our organisation Nurturing
and the wider community.
We provide a nurturing approach based on safety and
space for creativity, exploration, and growth. We support
and care for our children, young people, and staff to
Impact realise their potential.
We are committed to measuring our impact through a
data driven method in order to develop our programmes
and make a greater difference to the lives of children,
young people, and their parents and carers.
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**Trustees’ Report For the year ended 31 August 2022**
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2022 Annual Report
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## **Activities**
**The Schools Programme provides a range of interventions designed to meet the needs of children across our partner schools including:**
We deliver high performing therapeutic programmes and education provision for children and young people with SEMH needs. We work in collaboration with families, communities, and other partners to ensure that children and young people access the interventions they need in order to thrive.
## **The Schools Programme**
The Schools Programme is a school-based mental health service offering therapeutic interventions and wellbeing activities to children with SEMH needs. We support partner schools, CAMHS and the NHS by providing a high-quality therapeutic service to schools around London that support the most vulnerable children. Increasingly and following government guidance that all schools have a designated mental health lead, schools are recognising the value of having an in-house mental health service, which ensures that children showing signs of distress can be assessed quickly and offered a timely and appropriate intervention. Increasingly schools are understanding the value of having an in-house mental health service.
1:1 Child Psychotherapy or Arts Therapy
- Six Times Talk Time (6xTT) a brief solution focused intervention delivered 1:1 or in small groups focused on themes of self-esteem, social skills, emotional literacy, anger management and transition and change
- Wellbeing Groups designed to develop social skills, enhance self-esteem, and manage minor anxiety
- Transitional Groups through which UP Therapy Team Managers support year 6 children for their move to secondary school
- ‘Speak UP’, a drop-in service, where children can self-book an appointment to see a therapist to discuss their worries or concerns by dropping a slip into the Speak UP box
Our multi-disciplinary team of Psychotherapists, Creative Arts therapists, Occupational therapists and Speech and Language therapists provide flexible, timely and targeted interventions to improve emotional wellbeing and support children to thrive. Therapeutic interventions offered by our team work alongside those delivered by school staff to create a holistic and robust pastoral system. The inclusion of child therapists at pastoral meetings ofen adds a valuable perspective to the staff and administration about how best to support the child’s academic progress and emotional wellbeing.
- Occupational Therapy
Speech & Language Therapy
- Check ins (adhoc or regular) for emotional support
Online Parent Group
Children with SEMH needs are amongst the most vulnerable and at risk in society, they are more ofen excluded from school, more likely to be involved with gang and crime activity and have lower academic attainment than their peers. We recognise that intervening in a child’s life as early as possible can make a huge difference to their educational outcomes and life chances.
**over 2,500 children and**
In the year ended 31 August 2022 we worked in eighteen schools across seven London boroughs. We treat each school as a unique community and adapt the service according to the school’s own needs and priorities. Demand for our services is growing; we are currently working in twenty four schools across ten London boroughs, including two secondary schools.
speech and language therapy (SaLT), short term therapeutic interventions and during / afer school clubs and activities. Our staff are fully integrated into the school pastoral and inclusion team, picking up on emerging issues ofen through informal engagement in the playground with children, teachers, and parents, to meet previously
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**2022 Annual Report**
## **Trainee Placements**
Trainee therapists are a core part of our work, without the incredibly valuable input of trainees on our trainee placement programme, we simply could not reach the number of children we do. We worked with 51 trainees in the year. We have built up significant relationships with the largest and most well-known training colleges, including the following:
- Tavistock and Portman NHS Foundation Trust
- Terapia
- Birkbeck College
- Institute for Arts and Therapy in Education (IATE)
- Centre for Counselling & Psychotherapy Education (CCPE)
- Goldsmiths University
- University of Roehampton
- University of Hertfordshire
- University of Cambridge
- Lambeth University
- Oxford Brookes Universtity
- Kingston University
We have a rigorous recruitment and selection process, overseen by our placement team. Once a trainee passes the two-part recruitment process, they are allocated to one of our qualified and accredited in-house UP supervisors.
**“I have absolutely loved my placement experience and all of the support I have been given from interview, to the training and clinical placement. Unlocking Potential is such a wonderful platform within which to make a positive impact with vulnerable children.” Trainee therapist**
trainees, and we frequently receive positive testimonials for both trainees and training college tutors and supervisors. They recognise both the learning opportunities and strength and rigour of an UP Placement. In some cases, trainees are able to go on to become valued UP staff.
## **Positive Parenting Programme**
Parents and carers are a vital part of any school community, and at UP we understand the role they play in supporting their children to progress in their academic and social, emotional wellbeing, providing their children with the roots and wings to unlock their potential. We meet with parents one-to-one every six weeks or so, as part of their child’s therapy check ins, or we refer parents/carers onto the UP Positive Parenting Group or other Parenting Groups provided by the local authority. The UP Positive Parenting group is a 10-week Parent Group, based on the philosophy of positive parenting, drawing on theories of child development, active listening, insights from neuroscience and the central tenet of 'limits with love'.
**“I love my sessions and my confidence is a 10 now.” Child in 1:1 Therapy**
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**2022 Annual Report**
## **The Corner School (TCS)**
The Corner School is a specialist, independent primary school in Brent for children who have been excluded or are at risk of exclusion from mainstream education due to challenges with their SEMH needs. We provide a nurturing and therapeutic environment where children can learn, grow, and thrive.
Our school follows the national curriculum, where possible, and all pupils have a personalised class, or individual, ‘learning pathway’. Our approach is both trauma informed and sensory-aware, to ensure we view a child's learning interests, their needs and their behaviour in the context of their wider family system and historic and emerging SEMH needs.
## **Therapeutic support at the Corner School**
In addition to our academic work, our children access a tri-part therapeutic model of Occupational Therapy (OT), Speech & Language Therapy (SaLT) and Psychotherapy/Emotion Coaching. We support learning and academic progression by ensuring diagnosed or emerging SEMH needs are met through our team of therapists in the wider charity and a dedicated child psychotherapist who is on the school team.
## **Parent & family support at the Corner School**
We understand that families are a vital part of our children’s lives and believe in working in partnership with parents and carers to support our children at school and at home. This starts from the first meeting we have with parents and carers, where we aim for them to experience our child-centered, warm and nurturing approach so that we can begin to get to know each other and build the first steps towards a trusting alliance.
Many parents or carers will have experienced multiple complex challenges in their previous relationships with schools and outside agencies. Part of our work is about understanding their experiences and ensuring we offer a new relational experience to support them to move beyond these historic blocks and have a transformational experience of working in partnership with their child’s school. Therapeutic support lies at the heart of this relationship.
support parents; from making, from daily calls home to talk through a particular challenge their son or daughter is having, to being involved in Reflective Parenting sessions. Reflective Parenting sessions enable parents/carers to meet regularly with their child’s therapist to work on and understand specific issues, strengthening the parent-child connection and developing parenting skills for closer and more positive relationships.
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**2022 Annual Report**
## **The Young People’s Programme**
The Young Brent Foundation commissioned UP to deliver a 6-month project, called ‘Elevation’ that ran until the end of March 2022, providing youth work interventions to improve the confidence in education and increase the resilience of 6–25-year-olds living across three estates in Brent: Chalkhill, Church End and Stonebridge.
statutory and voluntary partners including schools and Alternative Provisions as well as community groups to deliver group work and 1-2-1 key working to over 200 children and young people. We delivered 1-2-1 and groupwork sessions to the year 8, 9/10 and 11 year boys at Jubilee Academy, an Alternative Provision in Harrow attended by boys from Brent. At Brent River College, we ran 1-2-1 and group sessions for boys and girls across years 7-11. We also delivered two sessions to 27 children at the Chalkhill Community Centre. These children were aged between 6 and 13 years and were both boys and girls. They all lived on the Chalkhill Estate.
**“I liked being able to talk freely about my emotions without having to worry.”**
**Young person attending the programme**
Elevation also worked with Streetfusion Arts, a music and video production company that delivers workshops and studio sessions for children and young people in Brent and across London. Through the project with Streetfusion Arts, Elevation worked with 26 young people from 15 to 24 years who had been disengaged from school/college/work to develop skills and support them into meaningful activity. This project ran for 12 weeks with 48 hours of project time producing 16 music compositions and engaging with mental health and wellbeing activities. We delivered a session on wellbeing to 120 young people across 4 school classes at Newman Catholic College, a secondary school in Brent which was well received by staff and students. To understand the impact of the session we surveyed the attendees, 72% said that they felt more confident afer the session and 70% said they knew more about their peers afer the session.
Elevation was a short-term, 6-month project, ending in March 2022, and following the completion of the work, the Young People's Programme was closed.
##
**Our work is regularly reviewed in light of the Charity Commission’s guidance on public benefit, and the Trustees confirm that the main activities of the Charity are for the public benefit. We work for the public (defined as a section of the public identified by their social and emotional difficulties) benefit. We define our benefit as reducing social and emotional difficulties faced by children and young people, which is in line with our objectives.**
## **Community Outreach - The Homework Club**
Working in partnership with Destiny House International and the St Raphael’s Family Wellbeing Centre, we have continued to offer a homework club on a Monday night located in the Family Wellbeing Centre and targeted at children and families, living on the St Raphael’s estate in Brent. Thanks to the effort of the Family Wellbeing Centre in promoting the club to families interest in and take up of places increased through the year, with 19 children registered in July 21, to 38 being registered at the club by July 2022.
In addition to weekly support with their homework, we offered additional activities to the children this year, including a session delivered during Black History Month by ‘Positive Affirmations’ who did some work with the children about positive thinking and all the children were able to take away a positive affirmations card.
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**For the year ended 31 August 2022**
## **Achievements and Performance**
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2022 Annual Report
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## **Impact Report**
Our full impact report may be found here:
## **The Schools Programme**
The Schools Programme is a school–based mental health service offering therapeutic interventions and wellbeing activities to children with SEMH needs. Our multi-disciplinary team of Psychotherapists, Creative Arts therapists, Occupational therapists and Speech and Language therapists provide flexible, timely and targeted interventions to improve emotional wellbeing and help children thrive.
## **Referrals and the Referral Process**
The Schools Programme seeks to address the crisis in children and young people’s mental health that impacts on all aspects of their life including their ability to engage fully in education.
NHS data shows that at the end of February 2022, 420,314 young people were receiving mental health support or were waiting to start support, the highest number since records began and a 54% increase since February 2020, and these figures are the tip of the iceberg. Many children are refused CAMHS support because they don’t meet the high thresholds to be seen.
Children are referred to the Schools Programme by the school’s senior leadership team, classroom teachers, parents and children themselves. Once a child is referred to the service, the UP therapist conducts a detailed assessment with the parent or carer of the child before they start the appropriate chosen intervention. Children are referred for a variety of reasons, however, emotional regulation, family trauma, behaviour problems in school and safeguarding concerns make up the highest proportion of our referrals.
## **Who we support**
Our therapeutic work reaches some of the most vulnerable in our society:
**47% received free school meals 18% were involved with social care 40% were involved in family trauma or serious safeguarding concerns**
## **Ethnicity**
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Gender
Ethnicity Key*
17% Asian British/Asian
25% Black British/African/Caribbean
13% Mixed Background
7% Other
32% White
6% Unknown
Gender Key*
41% Female
58% Male
1% Unknown
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*Data obtained from School SIMS systems
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**2022 Annual Report**
## **Overview of Therapeutic Services**
We supported over 2,500 children in 17 primary schools and 1 secondary school across 7 London boroughs. The table below shows the number of children attending / sessions delivered of the various interventions offered in the year.
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Children seen for 1:1 Therapy 255
1:1 Therapy sessions attended 4,319
Children seen for 6xTT 115
6xTT sessions attended 593
Children seen for OT 191
OT sessions attended 1,334
Children seen for SaLT 58
SaLT sessions attended 234
Children that attended Speak UP 2,430
Children seen in Check Ins 1,715
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**“It’s really wonderful to see him engaging in learning and being excited about that. He wouldn't engage when we asked him to but afer your sessions, he is happy to do some writing and develop his stories if**
**Parent of a child in 1:1 Therapy**
## **1:1 Therapy**
many ways by providing time, space and a supportive relationship in which to explore aspects of life that cause preoccupation or worry and impacts their day-to-day wellbeing and functioning. During weekly sessions in the designated UP therapy room, children are invited to engage in play, imagination and the use of creative media such as art, drawing, painting, puppetry, sand play and music; all of which assist the child to explore their inner and outer worlds, their relationship to themselves and others, in order to facilitate psychological healing, growth and transformation.
**97%**
**of children were better able to manage their emotions and were able to reflect on their behaviour and make positive changes afer attending Schools Programme interventions.**
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**2022 Annual Report**
## **Children are referred for 1:1 therapy for multiple reasons**
## **Adverse Childhood Experiences (ACEs)**
ACEs are stressful or traumatic experiences that can have a huge impact on children and young people throughout their lives. We record ACEs for children that access 1:1 therapy and 6 x TalkTime.
|**Emotional regulation**
**Family trauma**
**Behaviour problems at school**
**Self esteem & anxiety issues**
**Struggling academically**|**21%**
**16%**
**10%**
**9%**
**7%**|
|---|---|
## **Risk Levels for children in 1:1 Therapy**
**High risk:** Children on a CP (Child Protection) or CIN (Child in Need) Plan, children with 3+ ACEs, children with an EHC Plan, refugee and asylum seekers, children who have experienced sexual abuse, children who have experienced domestic abuse, looked afer children, children who have been excluded from school.
**Medium risk:** with a history of behaviour problems in school, children living in high levels of poverty, children with 2+ ACEs, parents divorcing/separating.
**Low risk:** on the child, this could be a bereavement, additional needs around making and keeping friends, and/or struggling with emotional regulation in the classroom.
## **Goal Based Outcomes (GBOs) for 1:1 therapeutic evaluation**
GBOs are a recognised and widely-used tool to evaluate progress in clinical work. GBOs fit with the Choice and Partnership Approach and the Children and Young People's Improving Access to Psychological Therapies model of service, and have recently been more widely rolled out across the NHS in child, adult and physical health settings.
**of children that attended 1:1 78% therapy were medium or high risk.**
For children in 1:1 therapy, three goals are set at the start of the intervention: a goal with the child, with their teacher and with their parent/carer. It is always interesting to see if there are any themes or correlation between the three goals (e.g. if a child and parent or parent and teacher both want to see progress in the same area). We re-score the child’s own-determined goal every six sessions, and re-score the teacher and parent goals once a term.
Relying on the research of Duncan Law and his team (see Edbrook-Childs et al., 2015), GBOs have a suggested reliable change index of 2.45. Therefore, we consider any goal increase of 3 points or more to show clinically significant improvement.
The chart below displays the average child, teacher and parent goal scores at the beginning, middle, and end of 1:1 therapy for the 104 children that finished therapy during the year.
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9
8
7
6
5
4
3
2
1
0
Child Goal Parent Goal Teacher Goal
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Goal Score Key
of children reported
1-4 Emerging 96% that they improved
afer attending
therapy
5-7 Developing
of teachers reported
8-9 Securing 96% an improvement in the children in their
classes that attended
1:1 therapy
10 Mastered
of parents reported an
BeginningMiddle 97% improvement in their children that attended
1:1 therapy
End
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## **Goal Score Key**
Child, parent and teacher goals improved by an average of 3 points or more.
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**2022 Annual Report**
## **Trainees on Placement**
worked with 51 trainee therapists during the year, from 12 colleges and universities. The placement partnerships we have allow us to deliver 1:1 therapy to many more children than would otherwise be possible. We greatly value the mutually beneficial placements we offer and are proud to help train so many trainees on their journey to becoming fully qualified.
## **6 Times Talk Time (6xTT)**
Self-Esteem, Social Skills, Emotional Literacy, Anger Management, Transition and Change (moving to a new school; moving home; divorce and separation; bereavement).
## **6xTT (children are referred for multiple reasons):**
|**Emotional Regulation**|**26%**|
|---|---|
|**Behaviour Problems at School**|**13%**|
|**Family Trauma**|**11%**|
|**Own mental health problems: self-esteem, anxiety etc...**|**11%**|
|**Behaviour Problems at Home**|**8%**|
## **Goal Based Outcomes (GBOs) for 6xTT evaluation**
For children in 6xTT, we set a goal with the child and their teacher at the beginning and end of the 6 sessions. The chart displays the average child and teacher goal scores at the beginning and end of 6xTalkTime.
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9
8
7
6
5
4
3
2
1
0
Child Goal
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Teacher Goal
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## **Goal Score Key**
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1-4 Emerging
5-7 Developing
8-9 Securing
10 Mastered
Beginning
End
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**of children reported an improvement in 100% their original goal afer attending**
**85%**
**of teachers reported an improvement in the behaviour, confidence, and satisfaction of their children afer attending 6xTT**
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**2022 Annual Report**
## **Occupational Therapy (OT)**
Occupational therapy aims to give practical support to help increase childrens’ independence and satisfaction in all aspects of their life. In schools, the goal of OT is to improve childrens’ performance of the tasks and activities that are important for successful school functioning such as handwriting and paying attention in class. OTs work alongside the child and their teacher to support positive change in the child, environment and task.
## **Children are referred to OT for the following reasons:**
## **Attention/Focus**
## **Emotional/Sensory Regulation**
## **Handwriting**
**22%**
**20%**
**16%**
## **Occupational Therapy Goals**
SMART goals are used to measure the progress of the children we see. The goals are usually set afer initial assessment and take into consideration the views of the parent, teacher and child. The goals are reviewed regularly during interventions and are assessed as not met, partially met and fully met at the end of a block of sessions. In the year each child received an average of 7 OT sessions per intervention.
**86% of children in Occupational and Speech and Language therapy were able to communicate their needs more effectively and felt more positive about themselves**
## **Speech and Language Therapy (SaLT)**
At UP, in line with our SEMH focus, we work alongside the child to offer support in three key areas: emotional literacy, social communication and additional language needs. We provide individual or group interventions, seeing children in school and providing advice and guidance for exercises to be carried out at home.
## **Children are referred for SaLT for the following reasons:**
**of goals were either fully or partially met 83%**
|**Expressive Language**|**25%**|
|---|---|
|**Social Skills**|**16%**|
|**Speech**|**13%**|
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**2022 Annual Report**
## **Speak-UPs**
school an opportunity to self-refer to our service to talk about a worry or concern. This self-referral service makes sure that children who would not necessarily meet the criteria for a 1:1 therapy referral or who have been managing their issues in silence find their way to a compassionate adult when they need the support.
## **2,430 children referred themselves toSpeak-UP in the year**
## **Check-Ins**
from some reassurance and a friendly ear. Sometimes a parent or carer may arrive at school to disclose a particularly tough challenge they are facing, or the family might have experienced a sudden crisis. Knowing that a child can be seen on the same day for a check-in is very comforting for parents and school staff alike. Check-ins may also be offered to children who are on the waiting list for one to one therapy and would benefit from consistent contact with the service before the therapy starts, or for those who have finished therapy and are transitioning to greater self-sufficiency but might still benefit from an encouraging chat and a reminder of how far they’ve come.
**Year 5 child accessing Speak UP**
**Year 5 child accessing Check Ins**
**1,715 children were seen in Check-Ins inthe year**
**“Speak UP has been especially well used by the children in key stage 2 with friendship difficulties. This has also highlighted specific areas where other interventions may be useful, like friendship and communication groups which we were**
## **Wellbeing Groups**
Wellbeing groups are designed to meet the needs of the children and are based around a variety of themes including chess, Lego, mindful colouring and social skills. These groups offer children a chance to focus on increasing confidence and self-esteem and building friendships in a relaxed and nurturing environment. Group membership is usually set at maximum 5-6 children, and rotates every term or half term, to ensure that children attending have enough time to learn new skills and make new friends, but also so that the huge waiting list can be moved along – wellbeing groups are a very popular alternative to regular playground break time!
**children attended wellbeing groups across our service in the year**
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344
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**Therapy Team Manager**
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2022 Annual Report
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## **Transition to Secondary School for year 6 children**
who are having to manage both loss and excitement, preparing to say goodbye to friends and teachers while also anticipating new beginnings, with all that this entails. All children benefit from the transitional groups we run, but particularly those who may be vulnerable due to additional needs or challenges.
The series of workshops we provide are tailored to each year 6 cohort's specific preoccupations and worries, and this year, we ran some of the classes as well as supported school staff to deliver sessions, which included creating memory books of primary school, top tips for making new friends, and practical tools for helping them settle in and flourish in their first year at secondary school. Giving children time to talk and feel their way through this process, and seeing that others too feel similarly, creates connection points and alleviates worries that 'everyone else has this sorted and it's just me who isn't managing well'.
**“Through a self-reporting questionnaire, we identify the children who are most worried about their move to secondary school and then run small groups to work through their concerns. We also run whole class sessions to cover more general concerns.**
**I was pleased to hear that an appeal letter I wrote for one of the Y6 girls attending UP support was successful in supporting her appeal to attend her preferred school”**
**Therapy Team Manager**
**“I get so much from the Parent Group and look forward to continuing relationships with the other parents, when the group has finished. I am going to arrange an outing in the holidays where each parent and their children are welcome to join”**
**Parent attending one of our parenting groups**
## **Positive Parenting Group**
Family life can be full of highs and lows, and we know from our meetings with parents and carers that they are ofen managing complex challenges with limited resources. This lack of resources and support led us to create our own UP school-based Positive Parenting course, with the central idea of setting ‘Limits with Love’. The main goal being to strengthen relationships between parents and their children, so that parents feel effective and enjoy their role, and children feel cared for and value their parents’ limits.
The groups are co-facilitated by two members of the UP team, a child therapist trained in Parent Group Facilitation and able to hold in mind the needs of the child, and an adult therapist able to work with any strong feelings evoked in parents.
UP has always included parents in our interventions because we know that family life is the cornerstone of a child’s development and that children thrive when parents and carers actively promote their children’s growth. The qualified therapists that work in our schools understand the needs of the parents and wider community, which means that every intervention with a parent is ultimately
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**2022 Annual Report**
## **Our Parent Group work**
We ran two online groups this year. Each group runs for 10 weeks, with a break over a half term or other school holiday, and takes 3-4 weeks to set up, with a rigorous assessment and preparation-for-being-on-line process. This ensures that all parents attending, no matter how great their challenges, feel able to open up in the group and that their sharing will be facilitated safely to reduce shame or overwhelm. The first group ran from the beginning of November and the second group from the end of April. Both groups contained a mixture of parents from seven schools in six different boroughs: Hackney, Tower Hamlets, Wandsworth, Lewisham, Camden and Brent. A total of 13 participants out of 15 completed the full 10-week course.
## **Our Participants**
**Asian: Bangladeshi 15% Any other Asian Background 8% Any other Black Background 8% Black African 8% White British 38%**
**White: Other European 23%**
## **Risk Factors**
We consider children to be more vulnerable if they receive pupil premium, have a mental health diagnosis or an EHC plan, and/or are on a statutory service plan.
**31%**
**Parents of children receiving Pupil Premium**
**Parents of children on Statutory Service plans (Child Protection, Child in Need, Special Guardianship)**
**31%**
**46%**
**Parents of children with a SEMH diagnosis**
**46%**
**Parents of children with an EHC plan**
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**2022 Annual Report**
## **To measure our impact, we used Goal Based Outcomes and the Parent Stress Scale**
## **50%**
## **The Parent Stress Scale**
The Parent Stress Scale (PSS) is a questionnaire that assesses parents’ feelings about their parenting role, exploring both positive aspects and negative aspects of parenthood. The PSS can be used to assess outcomes of interventions designed to support parenting efficacy of mothers, fathers and/or carers across a wide age range. Participants completed the PSS at the start and end of the course. The Parental Stress Score for an individual is banded into levels of stress, with lower scores indicating lower parenting stress levels. The average score across all participants fell by 3 points afer the group intervention ended.
## **Parent Group Case Study**
## **Referral**
Freddie is a 10 year old, white, British boy, living at home with mum, dad and 5 year old sister. Freddie attends an inner city primary school and was recently referred to UP for 1:1 therapy. Despite an assessment for ASC (Autistic Spectrum Condition), Freddie did not meet thresholds for a formal diagnosis. However, he expresses various traits of the condition, and finds transitions and emotional regulation particularly challenging. At the time of referral he was having violent physical outbursts towards mum.
Freddie's Mum, Cathy was referred to the Parent & Carer Group by the UP Therapy Team Manager. The group facilitators reached out to Cathy who showed interest in attending and partook in the Parent & Carer Assessment. Cathy shared that Freddie’s behaviour at home was a great challenge and that it was causing tension and disharmony throughout the family. Cathy believed that Freddie’s emotional outbursts and non-compliant behaviour was impacting his sister’s behaviour negatively and that Dad was unable to manage Freddie’s anger. This lef Cathy feeling alone and helpless. Cathy was concerned about the impact of stress on family functioning and described a lack of joy and harmony within the home.
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## **Parental Group work**
Cathy engaged well with the weekly online group meetings and took full advantage of the Parent/ Carer weekly check-in calls from one of the group facilitators. Cathy used the parenting tools from the weekly sessions, applied them in her parenting and used the check-in calls to reflect on what worked well and what areas remained a struggle. The facilitators supported her to reflect on her own self beliefs and experience of being parented which supported her to overcome her parenting challenges. This enabled her better access to the parenting tools which she could then apply in a more successful way.
Cathy’s Parenting Goal was for there to be more joy and harmony within the family home. She scored her goal at a three at the start of the group, but over the 10 weeks, the situation at home started to change, and by week 10, Cathy scored the joy and harmony levels at a six. By the end of the course, Cathy realised that Freddie’s emotional regulation difficulties were a product of the difficulties within the entire family system and thought it would be supportive for Dad to do the parenting course so he could benefit from the same sharing, learning and tools as her in order that they could co-parent more effectively.
## **Outcome**
**“I couldn’t sum it up in one sentence. The Parent / Carer Group has been profoundly helpful and the weekly check in calls have been so supportive. Thank you so much!”**
Three months later Dad joined the current parenting group. By week 6 Dad reported that Freddie’s outbursts were now much less regular and shared that with parenting support Freddie is able to work through his dysregulated feelings. Dad feels the family are functioning more harmoniously and he is proud that they took the brave step to enter into the UP Parent & Carer Group. Dad has the same parenting goal as mum and is currently on target for obtaining his parenting goal by week 10.
The learnings from this Parent Group cohort include the value of assessing for levels of emotional reflexivity/including emotionally reflective parents/carers in the cohort to support the wider group learning, and the insight that attendance of both parents/carers creates significant advantages for both the child and other parent/carer.
***All identifying information in this case study has been anonymised.**
**Cathy**
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## **Children’s Mental Health Week (CMHW)**
Every year February sees the celebration of Children's Mental Health Week during which we provide a themed out-reach day to children, parents/carers and staff.
celebrate good mental health, and enable children to discover new tools to support their wellbeing. This year's theme was **‘My Identity Matters’** .
Understanding your identity, being proud and curious of who you are, and what makes you different, all contribute positively to your mental health. Your identity is what makes you, you! Our identity is made up of lots of different things, a bit like the pieces of a jigsaw puzzle. Some of these parts can be seen by other people, but there are also parts of one’s identity that people don’t see.
## **Understanding our identity helps us to…**
**Believe in ourselves**
**values**
**Understand and respect others, even when they are**
**Build good relationships**
**Know what you need**
**Be assertive**
**“1 am just so glad that these children have the support that they do and we appreciate you helping us to better understand and support their needs.”**
**School SENCo**
Children’s Mental Health Week
## **Professionals Support**
alongside those delivered by school staff to create a holistic and robust pastoral system. The inclusion of child therapists at pastoral meetings ofen adds a valuable perspective to the staff and administration about how best to support the child’s academic progress and emotional wellbeing.
**Professional meetings attended (including with teachers)**
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393
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## **Ofsted Inspections**
We are proud to have achieved a ‘Good’ Ofsted rating at our first inspection in 2019 and again in February 2022.
See the full reports here:
www.reports.ofsted.gov.uk/provider/27/145849
**“Leaders are determined that all pupils will learn successfully, irrespective of any barriers that they have faced in the past. Many pupils arrive feeling demotivated by their previous experience of school. Some have not been in school for some time. Leaders and staff work hard to build up pupils’ self-esteem and social skills. They also support pupils to catch up on any learning that they may have missed.”**
**(Ofsted report February 2022)**
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**2022 Annual Report**
## **The Corner School Learner Child Charter.**
**Children's outcomes: We want our children to develop competencies for:**
## **Self:**
Belonging: Children feel safe and understand that they are valued members of the school community.
Sense of self: Children have a strong sense of their own identity and can explain what makes them unique.
Growth mindset and resilience: Children believe that they can be successful if they try hard and they demonstrate determination and perseverance in the face of challenge.
Engagement and agency: Children are inspired and enthusiastic and are able to imagine a bright future and know how to get there.
## **Learning:**
Creative mindset: Children are inquisitive, curious and imaginative.
Depth of knowledge: Children will learn broadly across a range of subjects, but they will also ignite a deep interest in and understanding of the areas they love and want to explore further over time.
who are able to articulate their ideas and understand how words can open their world.
## **Relationships:**
Empathetic citizens: Children appreciate other perspectives, values and traditions and understand their contribution to their family, their community and the wider world. Respect and fairness: Children are kind and empathetic and go out of their way to help others.
Strong bonds: Children build responsible and healthy connections based on trust with their family, their friends and their community.
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**2022 Annual Report**
## **The Children**
We started at the beginning of the year with ten children. We had three placements end during the year and seven new admissions. We ended the year with fourteen children across KS1 and KS2. Three children transitioned to secondary school from September 2022.
Our child-teacher ratio is 2:1 or 1:1. We feel it is imperative that we have small learning groups and know our children benefit from as much 1:1 support as we can offer.
Our children are typically managing a range of issues that have made mainstream schooling challenging. We receive referrals for children with the following conditions and behaviours (whether diagnosed or still emerging):
- Attention Deficit Disorder)
- Anxiety
- (ASC) Autistic Spectrum Conditions (including PDA-Pathological Demand Avoidance)
- Depression
- Dyspraxia, Dyslexia, Dyscalculia
- Family challenges that impact a child’s learning and ability to feel good at school
- School refusers
- Social Communication Issues
- Traumatic incidences that may make school engagement very challenging
##
An assessment of need: we want to understand a child’s needs, from a learning perspective but also to understand their behaviour in the context of their family and SEMH needs.
A tailored, personalised curriculum: we follow the national curriculum where appropriate, and all learners have a personalised, individual, ‘learning pathway’. This approach means that each child experiences success and can reach their full potential.
A trauma-informed, sensory-aware teaching and learning approach: this considers how children feel, think and behave, based on the belief that as bio-psycho-social beings, how our bodies feel in any given environment will
A tri-part therapeutic model: this ensures that every child has access to additional, personalised support for their specific needs, and that insights from their therapies can be shared with teaching staff so that children have the opportunity to understand themselves and how they learn, and develop a growth mindset.
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## **Academic Progress**
Children at the Corner School are assessed against National Curriculum levels. Children are also set bespoke academic goals which reflect where they are against the national curriculum. We then embed these targets into classroom learning and therapists, teachers, and other staff members work collaboratively to help children reach their goals. We encourage children to become independent learners who take ownership of their goals, instilling a love of learning and a desire to become their best selves. All individual goals are shared with the parents and carers to support progress at school and at home.
Our team is utterly committed to transforming life chances of children, ensuring that they have opportunities to thrive. Our dedicated team of teachers, teaching assistants and therapists work together to support each child to develop as individuals in their own unique way. We offer a safe and nurturing environment and the stability needed to gain an emotional balance and to develop their self-esteem and resilience.
**use of assessment to plan and cater for pupils on an individual basis. They identify what pupils know and where they have gaps in their knowledge. They use this information to plan a bespoke programme of learning for each pupil”**
We are committed to delivering inspirational teaching that develops confidence in learning and encourages our children to take ownership of their learning and be proud of their achievements. We use an imaginative and innovative curriculum to bring out the best in our children.
## **Reading & Writing**
We use Read Write Inc. Phonics a literacy programme, validated by the Department for Education, designed to teach children to read and write with ease and fluency. Read Write Inc. is used in more than a quarter of UK primary schools and was designed to ensure progress for every child. It has proven success in all types of schools, including those with high numbers of children with SEND and those in the least privileged areas. Read Write Inc. Phonics is split into different literacy groups represented by a group. There are 9 groups each having at least 10 books.
Once children complete Read Write Inc. Phonics they move to Fresh Start, which is split into five groups with a total of 33 modules.
Once children complete Fresh Start they move on to accessing further reading that is more appropriate for their age.
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## **Progress in Reading**
Children were assessed for reading at four points in the year.
**of the children made positive progress in 100% reading.**
## **90%**
**of the children made more than 5 levels of progress in reading**
**of the children completed Read Write Inc. Phonics and were working on 50% Fresh Start**
**10%**
**of the children engaged in further reading having completed Read Write Inc Phonics and Fresh Start**
## **Progress in Writing**
Children were assessed for writing at four points in the year.
## **Progress in Mathematics**
Children were assessed for mathematics at four points in the year.
**100% of students made progress at each timepoint.**
**70%**
**of students made progress at each time point.**
**70% of students have moved up a year grouplevel between September and June.**
**60%**
**of students have moved up a year group level between September and June.**
**60% of students moved up two year grouplevels between September and June.**
**10% of students moved up two year grouplevels between September and June.**
## **(SNAP)**
behavioural difficulties which may be hindering a child’s potential to learn. SNAP follows the ‘Assess – Plan – Do – Review’ model set out in the SEND Code of Practice. The SNAP report identifies key areas of strengths and difficulties for the child being assessed. This enables settings to employ interventions to support the child in order to improve their capacity to be regulated and learn. Children at the Corner School were assessed throughout the year. Provision has been adjusted and remains under review to enable staff to be responsive to the children’s needs.
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## **Therapeutic Support at the Corner School**
The chart below shows the number of therapeutic interventions that took place at the Corner School in the year.
**Number of Number of children attended sessions attended 1:1 Therapy 12 130 Therapeutic Check-Ins 11 40 OT / SaLT 11 96**
## **Therapy**
support to all children in the school:
## **1:1 Therapy -** one to one creative and arts based therapy
**Check-Ins** - time limited therapeutic check-ins
**Body based Regulation support** - in class or around school as and when needed
Therapy goals are set with the parents, teachers and if possible, the child. Due to the high needs of the children, most of the goals focused on the children feeling emotionally regulated enough to access learning and being able to use words to explain their thoughts and feelings.
**Ofsted report February 2022**
**Ofsted report February 2022**
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## **Occupational Therapy (OT)**
Occupational therapy (OT) at the Corner School supports children to regulate their emotions and sensory system so that they can engage in lessons and develop their foundational skills. OT is embedded in the school curriculum through child-centered teaching activities and meaningful enrichment activities.
Each child in the Corner School receives an annual holistic occupational therapy assessment which combines class observations, discussions with staff, and one to one work with the child. An intervention plan is created based on the holistic assessment which may consist of one-to-one sessions outside of the classroom, integrated activities with teachers, or occupational therapy-based group work with other students.
## **Parent & family support at the Corner School**
support and counselling. Whether it's an individual parent or both parents together, an UP therapist will agree with them the type of support they wish to access. Parenting support and counselling can take place in person or online.
## **Parent Facilitation**
UP provide a Parenting Coach to work closely with parents around specific parenting hurdles, such as self-regulation, communication between parents and child and boundary setting in the family home.
## **Parent Counselling**
One-to-one counselling for parents provides an opportunity for parents and carers to explore feelings or experiences, past or present, that may be impacting their parenting and therefore their child's wellbeing or attitude towards self or learning, in a confidential, supportive setting.
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**2022 Annual Report**
## **Financial Review**
## **For the year ended 31 August 2022**
## **Financial Review**
## **Full details are given on pages 39-51.**
Total income for the year amounted to £2,476,698 and total expenditure incurred amounted to £2,486,344. The deficit of expenditure over income for the year was £9,646.
Most of the income continues to be from donations and grants. Total donations and grants in the year were £1,535,894.
With the aim of diversifying our income and securing the future sustainability of our work, the senior leadership team have given time and attention to fundraising in the year. The increased activity has been successful with total restricted donations for the Schools Programme being £112,834 and total grants being £277,829. Grants may be split as Schools Programme: £264,371; the Corner School: £658 and the Young People’s Programme: £12,800 (note 13).
Our appreciation goes to all of our supporters who have given so generously in the year to support our work. Particular thanks are given to those who have pledged to multiyear funding which allows us to plan and develop our work and has enabled us to grow our Schools Programme and reach more vulnerable children.
Income from charitable activities is growing as a percentage of overall income with fee income from our Schools Programme being £350,430 and income from local authorities for school placement fees at the Corner School being £554,400.
As shown in the Statement of Financial Activities (SOFA), most of the Charity’s expenditure was attributable to its charitable activities.
Our fee income from our partner schools in the Schools Programme contributed 29% towards the total cost of the programme. The balance was met by donations and grants.
The Corner School ended the year with fourteen children on the pupil roll, of whom three were transitioning to secondary school. The income from five local authorities for the school placement fees for the children contributed 51% towards the total cost of the Programme in the year. The balance was met by donations, grants and the designated fund set up for this purpose. In view of the forecast shortfall for the next academic year we have transferred a further £350,000 to the designated fund for the Corner School at the year end.
The Schools Programme earned income and Corner School placement fees have been treated as restricted income.
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## **Reserves**
The charity needs reserves to meet the needs of beneficiaries and to fulfil its charitable aims and objectives. The Trustees have a policy as to the level of unrestricted reserves (that is those funds that are freely available) that the charity ought to have. The policy is linked to the strategic business plans of the charity and remains that the charity's reserves should be equivalent to three to six months’ operational expenditure.
Total reserves at 31 August 2022 amounted to £1,633,579.
The free reserves at 31 August 2022 were £1,068,927 which excludes designated funds of £350,000, fixed asset funds of £189,652 and restricted funds of £25,000.
costs of the charity which is considered adequate by the Trustees.
The reserves policy is regularly reviewed by the Trustees, to ensure that it continues to meet the needs of the charity. The Trustees have considered the impact of the cost of living crisis and general economic uncertainty on the reserves and financial health of the charity. The Trustees are satisfied that the charity has adequate resources to continue in operation for the foreseeable future and, accordingly these financial statements have been prepared on the basis that we are a going concern.
## **Income Generation**
The charity did not actively fundraise from the public during the year. However, we did participate in two BigGive matched giving campaigns in the year. We have received no complaints with regards to fundraising activities. The charity is registered with the Fundraising Regulator.
We plan to continue to grow our non-founder Trustee financial support base by diversifying our network of high-net-worth donors, increasing funding from trusts and foundations for our programmes, and exploring potential commissioning routes.
We remain extremely grateful to all of our supporters in the year.
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## **Risk Management**
The Board and the leadership team acknowledge that sound risk management is fundamental to good governance and best management practice. Risk management forms an essential part of the charity’s decision-making process and is integrated into strategic and operational planning. Risk assessments are carried out on all required activities. A risk register covering all key risks is maintained and carefully updated and reviewed four times a year by the leadership team. Further the Finance and Risk Committee and Trustee Board review the Risk Register at every meeting. The principal risks and uncertainties identified by the charity as follows:
## **Safeguarding**
As we work with vulnerable children, young people and families, safeguarding is central to everything we do. We have a comprehensive safeguarding framework to manage the associated risks and act appropriately to all safeguarding concerns. All staff are required to complete a safeguarding on-line training (from the NSPCC) before commencing their role and safeguarding is a key part of staff induction including how to apply the safeguarding policy and procedures. Depending on the role, staff also have classroom based safeguarding training. All managers have regular safeguarding updates from a variety of sources, including Andrew Hall’s Safeguarding Extras. We have a stand-alone Clinical & Safeguarding Subcommittee; whose role is to oversee clinical governance, safeguarding, and ensure continuous development of our practice. We have a lead trustee who is responsible for safeguarding, who supports good practice across the charity. We also have a lead Clinical Trustee and a Director of Safeguarding & Business Development. We maintain a standalone Safeguarding Risk Register, which is reviewed at the Clinical Governance and Safeguarding Committee and the main board meetings.
## **Financial**
The charity is reliant on a small number of individuals; however, they have demonstrated their longstanding commitment to the charity. The CEO and leadership team together with Trustees are working on diversifying our income streams and we have made some demonstrable progress to date, for example through securing grants from Trusts and Foundations for specific areas of our work and multiyear funding from high-net-worth individuals. Our Schools Programme has grown significantly in the past year, and although we are very aware of the ever increasing pressure on school budgets, we work with them to deliver a high quality service that they can afford and one that supports the financial sustainability of the charity.
## **Skills**
services; this is particularly a risk in our Corner School, as there are sector wide issues in recruiting educational staff. In order to be an attractive employer, we pay substantially more than the average for Teaching Assistants and have a training and development plan in place for our school staff.
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## **Future Plans**
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## **Future plans will focus on**
**1**
We will continue to expand the SP, aiming to be delivering services in 24 schools by August 23, with a view to 26 from September 23.
We will develop a strategy for either following our children into secondary school and/or a secondary school support model, focusing on secondary schools that our primary schools feed into.
We will develop a Teacher Training Programme of stand-alone and interconnected INSETs that includes trauma informed teaching practice and understanding attachment based teaching in order to support the most vulnerable children in school and to support teachers’ well-being and expertise. These trainings will include input from psychotherapy, occupational therapy and speech and language therapy.
We will seek to create partnerships with other charities that offer support and/or activities for vulnerable children during school holidays to create a referral pathway for our schools (and support funding).
**2**
We will continue to expand the roll out of the current online Parent Group course by reaching more of the SP schools’ parents, running a total of 3 x 10-week courses in this school year.
We will review our parent support and identify areas for development based on feedback from schools.
**3**
We will continue to raise awareness of The Corner School and deliver stronger marketing initiatives to promote an online presence.
Ofsted are put in place.
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**4**
**5**
We will continue to identify the key local partners in the borough, covering our main areas of activity including education, health and wellbeing and young people’s services. - the introduction of a Brent based Hub Manager will support this.
We will nurture high performing Leadership/Management. Relevant training and development, additional internal support/resources; reviewing and improving ways of working together and with the wider charity collaboratively and transparently.
- relevant external training and development opportunities; implementing internal development/ peer support framework.
- UP's culture. Delivering the employee engagement action plan; increasing opportunities for employee involvement in planning and decision making; increasing unity across the charity through regular communication, connection and collaboration; bringing UP's values to life internally with agreed 'guidelines / behaviours'.
- We will be an attractive employer. Continuing to review and improve UP's Employee value proposition (EVP) offering ; introducing a transparent pay policy and procedure; delivering the Equality Diversity and Inclusion (EDI) action plan.
**6**
**7**
- We will expand our fundraising initiatives, this will include Trusts, Foundations, philanthropists and corporate giving. We will build on our Fundraising Strategy outlining how our vision will be achieved.
We will deliver a pilot with ImpactEd to identify if this will enable us to improve our impact reporting and understanding.
- We will review the way we report on goals to demonstrate our impact to potential funders and others.
We will evaluate the success of our pilot with ImpactEd measuring wellbeing and school engagement in KS2 children across 6 of our schools.
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**Structure, Governance & Management**
**For the year ended 31 August 2022**
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## **Organisation**
**UP – Unlocking Potential is a company limited by guarantee governed by its Memorandum and Articles of Association dated 26 August 2015; updated by special resolution on 18 October 2022. It is registered with the Charity Commission and is a company limited by guarantee.**
The Board of Trustees administers the Charity. The Trustees met as a Board four times in the year. Throughout the year the board operated the following committees, made up of Trustees, leadership team members and advisers:
**Finance & Risk Committee:** This committee is Chaired by the treasurer.
**Clinical & Safeguarding Committee:** This committee is Chaired by the lead Clinical Trustee.
**Corner School Education Committee:** This committee is Chaired by Carrie Herbert.
Our Chief Executive appointed by the board manages the day-to-day operations of the charity.
The Chief Executive has delegated authority, within the terms of delegation approved by the Trustees, for operational matters including finance, employment, and the delivery of the services.
The Chief Executive is supported by a leadership team – this year our leadership team included:
Chief Executive Clinical Director Director of Safeguarding & Business Development Finance and Resources Director Head Teacher Corner School Head of HR Schools Programme Director
The Trustees recognise the need to invest in experienced and talented staff to ensure their agreed programmes, policies and procedures can be implemented.
The Trustees consider the Board of Trustees and the leadership team to comprise the key leadership personnel of the charity in charge of directing and controlling, running and operating the Charity on a day to day basis. All Trustees give of their time freely. Expenses and related party transactions are disclosed in note 8, 9 and 18 to the accounts. The remuneration of the key management personnel is discussed and approved by the Board who ensure salary packages are benchmarked against comparable parts of the voluntary sector.
The Charity would like to warmly thank the Trustees for their tremendous support that they have provided over the year.
## **Charity Governance Code for larger charities**
The Board recognises the importance of the Charity Governance Code for larger charities in promoting good governance in the charity sector. Trustees have assessed the charity’s application of the relevant principles from the code.
## **Appointment of Trustees**
The Board currently comprises 9 members. When considering new Trustees, the Board has regard to the requirements for any specialised skills needed.
## **Trustee Induction and Training**
New Trustees undergo an induction process to brief them on their legal obligations under charity and company law, the content of the Memorandum and Articles of Association, the decision-making process, the business plan and recent financial performance of the Charity.
Trustees are encouraged to undertake appropriate training which will facilitate them in undertaking their role. All Trustees continue to receive training on an ongoing basis.
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Equality, Diversity, and Inclusion (EDI)
The Trustees and leadership team are committed to creating a more diverse, equitable and inclusive workplace for our
staff and beneficiaries. We have established a working group with a representative from each service area to champion
and improve EDI within the organisation and an action plan for 2023 is being developed, identifying key objectives for
the year for each Programme and UP as an employer, this will be driven by the EDI working group.
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## **Statement of the Board of Trustees Responsibilities for the Financial Statements**
The Trustees, who are also directors of UP – Unlocking Potential for the purpose of company law, are responsible for preparing the Trustee’s Report and the accounts in accordance with applicable law and United Kingdom Accounting Standards (United Kingdom Generally Accepted Accounting Practice).
statements for each financial year and not approve the financial statements unless they are satisfied that the financial statements give a true and fair view of the state of the affairs of the Charity as at the balance sheet date and of its incoming resources and application of resources, including income and expenditure, for the year then ended.
and fair view, the Trustees should follow best practice and:
- Select suitable accounting policies and then apply them consistently;
- Observe the methods and principles of the Charities SORP;
- Make judgements and estimates that are reasonable and prudent;
- State whether applicable accounting standards and statements of recommended practice have been followed, subject to any material departures disclosed and explained in the financial statements;
- concern basis unless it is inappropriate to assume that the charitable company will continue on that basis.
The Trustees are responsible for keeping accounting records which disclose with reasonable accuracy at any time the financial position of the charitable company and which enable them to ensure that the financial statements comply with the Companies Act 2006.
The Trustees are also responsible for safeguarding the assets of the charitable company and hence for taking reasonable steps for prevention and detection of fraud and other irregularities.
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## **Statement of the Board of Trustees Responsibilities for the Financial Statements**
The Trustees are responsible for the maintenance and integrity of the corporate and financial information included on the charitable Company’s website. Legislation in the United Kingdom governing the preparation and dissemination of Financial Statements may differ from legislation in other jurisdictions.
approval of this Trustees’ Report, has confirmed that there is no information of which they are aware which is relevant to the audit but of which the auditor is unaware. They have further confirmed that they have taken appropriate steps to identify such relevant information and to establish that the auditors are made aware of such information.
In preparing this report, the trustees have taken advantage of the exemptions available to small companies and have not prepared a strategic report.
Approved by the Trustees on 22 May 2023 and signed on their behalf by:
STUART RODEN Trustee (Chair)
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**Charitable company not registered in Scotland**
**Independent Auditor’s Report to the Members of UP - Unlocking Potential**
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## **Opinion**
the Statement of Financial Activities, the Balance Sheet, the Statement of Cash Flows and notes to the financial statements, including a summary of significant accounting policies. The financial reporting framework that has been applied in their preparation is applicable law and United Kingdom Accounting Standards, including Financial Reporting Standard 102 The Financial Reporting Standard applicable in the UK and Republic of Ireland (United Kingdom Generally Accepted Accounting Practice).
- company’s net movement in funds, including the income and expenditure, for the year then ended;
- have been properly prepared in accordance with United Kingdom Generally Accepted Accounting Practice; and
- have been prepared in accordance with the requirements of the Companies Act 2006.
## **Basis for opinion**
We conducted our audit in accordance with International Standards on Auditing (UK) (ISAs (UK)) and applicable law. Our responsibilities under those standards are further described in the Auditor’s responsibilities for the audit of the financial statements section of our report. We are independent of the charity in accordance with the ethical requirements that are relevant to our audit of the financial statements in the UK, including the FRC’s Ethical Standard, and we have fulfilled our other ethical responsibilities in accordance with these requirements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.
## **Conclusions relating to going concern**
in the preparation of the financial statements is appropriate.
that, individually or collectively, may cast significant doubt on the charitable company’s ability to continue as a going concern for a period of at least twelve months from when the financial statements are authorised for issue.
Our responsibilities and the responsibilities of the trustees with respect to going concern are described in the relevant sections of this report.
## **Other information**
The trustees are responsible for the other information. The other information comprises the information included in the Trustees’ Annual Report. Our opinion on the financial statements does not cover the other information and, except to the extent otherwise explicitly stated in our report, we do not express any form of assurance conclusion thereon.
so, consider whether the other information is materially inconsistent with the financial statements or our knowledge obtained in the audit or otherwise appears to be materially misstated. If we identify such material inconsistencies or apparent material misstatements, we are required to determine whether there is a material misstatement in the financial statements or a material misstatement of the other information. If, based on the work we have performed, we conclude that there is a material misstatement of this other information, we are required to report that fact. We have nothing to report in this regard.
## **Opinions on other matters prescribed by the Companies Act 2006**
In our opinion, based on the work undertaken in the course of the audit:
- the information given in the Trustees’ Annual Report (which includes the directors’ report prepared for the purposes of company law) for the financial year for which the financial statements are prepared is consistent with the financial statements; and
- the directors’ report included within the Trustees’ Annual Report have been prepared in accordance with applicable legal requirements.
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**Charitable company not registered in Scotland**
**Independent Auditor’s Report to the Members of UP - Unlocking Potential**
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## **Matters on which we are required to report by exception**
In the light of the knowledge and understanding of the charitable company and its environment obtained in the course of the audit, we have not identified material misstatements in the Trustees’ Annual Report (which incorporates the directors’ report).
We have nothing to report in respect of the following matters in relation to which the Companies Act 2006 requires us to report to you if, in our opinion:
- adequate accounting records have not been kept by the charitable company; or
- we have not received all the information and explanations we require for our audit; or
- and take advantage of the small companies’ exemptions in preparing the trustees’ report and from the requirement to prepare a strategic report.
##
As explained more fully in the trustees’ responsibilities statement set out on pages 33-34, the trustees (who are also the directors of the charitable company for the purposes of company law) are responsible for the preparation of the financial statements and for being satisfied that they give a true and fair view, and for such internal control as the trustees determine is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.
continue as a going concern, disclosing, as applicable, matters related to going concern and using the going concern basis of accounting unless the trustees either intend to liquidate the charitable company or to cease operations, or have no realistic alternative but to do so.
##
material misstatement, whether due to fraud or error, and to issue an auditor’s report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with ISAs (UK) will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic
Irregularities, including fraud, are instances of non-compliance with laws and regulations. We design procedures in line with our responsibilities, outlined above, to detect material misstatements in respect of irregularities, including fraud. The extent to which our procedures are capable of detecting irregularities, including fraud is detailed below:
principal risks of non-compliance with laws and regulations related to compliance with OFSTED regulations and compliance with company and charity law applicable in England and Wales, we considered the extent to which non-compliance might have a material effect on the financial statements. We also considered those laws and regulations that have a direct impact on the preparation of the financial statements such as Companies Act 2006, the Charities Act 2011 and payroll taxes.
**36**
**Charitable company not registered in Scotland**
## **Independent Auditor’s Report to the Members of**
## **UP - Unlocking Potential**
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2022 Annual Report
**----- End of picture text -----**
(including the risk of override of controls), and determined that the principal risks were related to the cut-off of income, posting inappropriate journal entries to income and management bias. Audit procedures performed by the engagement team included:
- Inspecting correspondence with regulators and tax authorities;
- Discussions with management including consideration of known or suspected instances of non-compliance with laws and regulation and fraud;
- Evaluating management’s controls designed to prevent and detect irregularities;
- Identifying and testing journals, in particular journal entries posted with unusual account combinations, postings by unusual users or with unusual descriptions; and
- Challenging assumptions and judgements made by management in their critical accounting estimates
Because of the inherent limitations of an audit, there is a risk that we will not detect all irregularities, including those leading to a material misstatement in the financial statements or non-compliance with regulation. This risk increases the more that compliance with a law or regulation is removed from the events and transactions reflected in the financial statements, as we will be less likely to become aware of instances of non-compliance. The risk is also greater regarding irregularities occurring due to fraud rather than error, as fraud involves intentional concealment, forgery, collusion, omission or misrepresentation.
Council’s website at: www.frc.org.uk/auditorsresponsibilities. This description forms part of our auditor’s report.
## **Use of our report**
This report is made solely to the charitable company's members, as a body, in accordance with Chapter 3 of Part 16 of the Companies Act 2006. Our audit work has been undertaken so that we might state to the charitable company's members those matters we are required to state to them in an Auditor's report and for no other purpose. To the fullest extent permitted by law, we do not accept or assume responsibility to anyone other than the charitable company and the charitable company's members, as a body, for our audit work, for this report, or for the opinions we have formed.
Adam Halsey (Senior Statutory Auditor) For and on behalf of Haysmacintyre LLP, Statutory Auditor
10 Queen Street Place London EC4R 1AG
> Date: 23 May 2023
**37**
## **2022 Financial Statements**
**Financial Statements for the year ended 31 August 2022**
**2022 Annual Report Company Number 09750864**
## **Statement Of Financial Activities (Incorporating an Income and Expenditure Account) For the year ended 31 August 2022**
|||**2022**|**2022**|**Year Ended**|**Year Ended**|
|---|---|---|---|---|---|
|||**Unrestricted**|**Restricted**|**31 August 2022**|**31 August 2021**|
|||**Funds**|**Funds**|**Total Funds**|**Total Funds**|
|||**£**|**£**|**£**|**£**|
|**INCOME FROM:**|**Notes**|||||
|Donations and grants|**2**|1,135,000|400,894|1,535,894|1,630,109|
|Charitable activities|**3**|-|939,563|939,563|852,258|
|Investments||1,241|-|1,241|325|
|**Total Income:**|**13**|**1,136,241**|**1,340,457**|**2,476,698**|**2,482,692**|
|**EXPENDITURE ON:**||||||
|Charitable activities|**4**|1,105,797|1,315,457|2,421,254|2,391,774|
|Raising funds|**5**|65,090|-|65,090|70,313|
|**Total Expenditure:**|**13**|**1,170,887**|**1,315,457**|**2,486,344**|**2,462,087**|
|Net (expenditure) / income|**8**|(34,646)|25,000|(9,646)|20,605|
|**Net movement in Funds**||(34,646)|25,000|(9,646)|20,605|
|Funds brought Forward||1,643,225|-|1,643,225|1,622,620|
|**Funds at**||1,608,579|25,000|1,633,579|1,643,225|
|**31 August 2022**||||||
All of the above results were derived from continuing activities.
Full comparatives for the Statement of Financial Activities are shown in note 19.
**39**
**At 31 August 2022**
## **Balance Sheet**
**2022 Annual Report Company Number 09750864**
|||**31 August**|**31 August**|
|---|---|---|---|
|||**2022**|**2021**|
|||**£**|**£**|
||**Notes**|||
|**FIXED ASSETS**||||
|Tangible assets|**10**|189,652|222,924|
|**CURRENT ASSETS**||||
|Debtors|**11**|411,765|202,017|
|Short term deposits and cash in hand||1,415,540|1,435,442|
|||1,827,305|1,637,459|
|**CURRENT LIABILITIES**||||
|Creditors: amounts falling due within one year|**12**|383,378|217,158|
|**NET CURRENT ASSETS**||1,443,927|1,420,301|
|**NET ASSETS**||1,633,579|1,643,225|
|**FUNDS**||||
|**Unrestricted funds**||||
|General fund|**13,14**|1,068,927|1,070,301|
|Fixed asset fund|**13,14**|189,652|222,924|
|Designated funds|**13,14**|350,000|350,000|
|||1,608,579|1,643,225|
|Restricted funds||25,000|-|
|**TOTAL CHARITY FUNDS**||1,633,579|1,643,225|
Approved and authorised for issue by the Trustees on 22 May 2023 and signed on their behalf by:
## **William de Winton**
Trustee (Treasurer)
**40**
## **Statement Of Cash Flows**
## **For the year ended 31 August 2022**
**2022 Annual Report Company Number 09750864**
|||**31 August**|**31 August**|
|---|---|---|---|
|||**2022**|**2021**|
|||**£**|**£**|
||**Notes**|||
|**Cash fows (used in) / provided by operating activities**|**17**|(6,454)|422,985|
|**Cash fows from investing activities**||||
|Interest income||1,241|325|
|Purchase of tangible fxed assets||(14,689)|(68,408)|
|**Cash used in investing activities**||(13,448)|(68,083)|
|**(Decrease) / increase in cash and cash equivalents in the year**||(19,902)|354,902|
|Cash and cash equivalents at the beginning of the year||1,435,442|1,080,540|
|**TOTAL CASH AND CASH EQUIVALENTS AT THE END OF THE YEAR**||1,415,540|1,435,442|
**41**
**Notes To The Financial Statements For the year ended 31 August 2022**
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2022 Annual Report
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## **1. ACCOUNTING POLICIES**
The principal accounting policies adopted, judgements and key sources of estimation uncertainty in the preparation of
## **Basis of preparation**
Recommended Practice: Accounting and Reporting by Charities (SORP 2019) (Second Edition, effective 1 January 2019), and in accordance with the Financial Reporting Standard 102 (FRS 102).
recognised at historical cost or transaction value unless otherwise stated in the relevant accounting policy note(s).
## **Preparation of accounts on a going concern basis**
The trustees consider there are no material uncertainties about the Charity’s ability to continue as a going concern. The review of our financial position, reserves levels and future plans gives Trustees confidence the charity remains a going concern for the foreseeable future. Additionally, the Trustees have considered the impact of the cost of living crisis and general economic uncertainty on the reserves and financial health of the Charity and are satisfied that the Charity has adequate resources to continue in operation for the foreseeable future and, accordingly these financial statements have been prepared on the basis that the Charity is a going concern.
## **Critical accounting judgements and estimates**
the application of the charity’s accounting policies and the reported assets, liabilities, income and expenditure and the disclosures made in the financial statements. Estimates and judgements are continually evaluated and are based on historical experience and other factors, including expectations of future events that are believed to be reasonable under the circumstances.
The Trustees consider that there are no critical areas of judgement or estimation uncertainty in preparing these accounts.
## **Income recognition**
All income is recognised once the charity has entitlement to income, it is probable that income will be received and the amount of income receivable can be measured reliably.
## **Donations and legacies**
Donations and gifs and are included in full in the Statement of Financial Activities when there is entitlement, probability of receipt and the amount of income receivable can be measured reliably.
## **Grants**
the income, the amount of income receivable can be measured reliably and there is probability of receipt.
## **Government Grants**
Government grant income represents incentive payments for new apprentices hired between 1 April and 30 September 2021. In the prior year, government grant income represents the total amount claimed from HMRC under the Coronavirus Job Retention Scheme. The income is accounted for in the period in which the associated salary payments are made to furloughed staff.
## **Income from charitable activities**
Income from charitable activities is recognised as earned as the related services are provided. Income from other trading activities is recognised as earned as the related goods are provided.
**42**
**Notes To The Financial Statements For the year ended 31 August 2022**
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2022 Annual Report
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## **Investment income**
Investment income is recognised on a receivable basis once the amounts can be measured reliably.
## **Expenditure**
Expenditure is recognised once there is a legal or constructive obligation to make a payment to a third party, it is probable that settlement will be required, and the amount of the obligation can be measured reliably. Expenditure is classified under the following activity headings:
Expenditure on charitable activities comprises costs of services and support costs.
Irrecoverable VAT is charged as a cost against the activity for which the expenditure was incurred.
Expenditure is allocated to the particular activity where the cost relates directly to that activity. However, the cost of overall direction and administration of each activity, comprising the salary and overhead costs of the central function, is apportioned based on staff time attributable to each activity.
## **Allocation of costs**
activities. Other costs are allocated directly to the relevant heading.
## **Operating leases**
Rental charges are charged on a straight-line basis over the life of the lease.
## **Fixed assets**
Fixed assets are stated at cost or deemed cost (donated valuation at estimated fair value) less accumulated depreciation and impairment losses. Assets costing more than £500 are capitalised.
Computer Equipment 3 years straight line Catering Equipment 3 years straight line Leasehold improvements Life of lease Playground Equipment Over the life of the lease at the Corner School
## **Financial instruments**
financial instruments, including trade and other debtors and creditors are initially recognised at transaction value and subsequently measured at their settlement value.
## **Debtors**
are valued at the amount prepaid net of any trade discounts due.
## **Cash at bank and in hand**
Cash at bank and cash in hand includes cash and short term highly liquid investments with a short maturity of three months or less from the date of acquisition or opening of the deposit or similar account.
## **Creditors and provisions**
Creditors and provisions are recognised where the charity has a present obligation resulting from a past event that will probably result in the transfer of funds to a third party and the amount due to settle the obligation can be measured or estimated reliably. Creditors and provisions are normally recognised at their settlement amount afer allowing for any trade discounts due.
**43**
**Notes To The Financial Statements For the year ended 31 August 2022**
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2022 Annual Report
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## **Funds**
Unrestricted funds are donations and other income receivable or generated for the objects of the charity. Designated funds are unrestricted funds earmarked by the trustees for particular purposes.
trust deed.
##
##
##
## **• Pension scheme**
Pension contributions represent amounts paid into personal pension plans for employees.
## **Foreign currency translation**
The charities functional and presentation currency is pound sterling. Monetary assets and liabilities denominated in foreign currencies are translated into sterling at the rates of exchange ruling at the balance sheet date. Transactions in foreign currencies are recorded at the rate ruling at the date of the transaction. All differences are recognised in the SOFA.
## **Legal status**
UP - Unlocking Potential is a company limited by guarantee registered in England and Wales and has no share capital. In the event of the charity being wound up, the liability in respect of the guarantee is limited to £1 per member of the charity. Its operating office is shown on page 1.
## **2. DONATIONS AND GRANTS**
||**2022**|**2021**|
|---|---|---|
||**Total**|**Total**|
||**£**|**£**|
|Donations|1,532,894|1,621,343|
|Government Grants|3,000|8,766|
||1,535,894|1,630,109|
**44**
**Notes To The Financial Statements**
**For the year ended 31 August 2022**
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2022 Annual Report
**----- End of picture text -----**
## **3. INCOME FROM CHARITABLE ACTIVITIES**
||**Schools**
**£**|**Local**
**Authority**
**£**|**Other**
**£**||**2022 Total**
**£**|
|---|---|---|---|---|---|
|Schools Programme|385,163|-||-|385,163|
|Corner School|-|554,400||-|554,400|
||385,163|554,400||-|939,563|
||**Schools**
**£**|**Local**
**Authority**
**£**|**Other**
**£**||**2021 Total**
**£**|
|Schools Programme|255,726|-||-|255,726|
|Corner School|-|596,532||-|596,532|
||255,726|596,532||-|852,258|
## **4. ANALYSIS OF CHARITABLE EXPENDITURE**
||**Direct**
**Costs**
**Staf**
**£**|**Direct**
**Costs**
**Other**
**£**|**Support**
**Costs**
**(Note 6)**
**£**|**2022**
**Total**
**£**|
|---|---|---|---|---|
|Schools Programme|870,558|136,372|196,383|1,203,313|
|Corner School|572,847|305,841|213,563|1,092,251|
|Young People’s Programme|74,268|10,090|27,376|111,734|
|Community Outreach|3,500|5,039|5,417|13,956|
||1,521,173|457,342|442,739|2,421,254|
||**Direct**
**Costs**
**Staf**
**£**|**Direct**
**Costs**
**Other**
**£**|**Support**
**Costs**
**(Note 6)**
**£**|**2021**
**Total**
**£**|
|---|---|---|---|---|
|Schools Programme|690,082|187,300|188,579|1,065,961|
|Corner School|495,346|414,740|236,868|1,146,954|
|Young People’s Programme|93,805|11,190|67,427|172,422|
|Community Outreach|1,285|977|4,175|6,437|
||1,280,518|614,207|497,049|2,391,774|
**45**
**Notes To The Financial Statements**
**For the year ended 31 August 2022**
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2022 Annual Report
**----- End of picture text -----**
## **5. COSTS OF GENERATING FUNDS**
||**Direct**
**Costs**
**Staf**
**£**|**Direct**
**Costs**
**Other**
**£**|**Support**
**Costs**
**(Note 6)**
**£**|**2022**
**Total**
**£**|
|---|---|---|---|---|
|Costs of generating funds|-|2,662|62,428|65,090|
||**Direct**
**Costs**
**Staf**
**£**|**Direct**
**Costs**
**Other**
**£**|**Support**
**Costs**
**(Note 6)**
**£**|**2021**
**Total**
**£**|
|Costs of generating funds|4,447|3,880|61,986|70,313|
## **6. ANALYSIS OF SUPPORT COSTS**
||**Staf**
**Costs**
**£**|**Resources**
**£**|**Professional**
**Fees**
**£**|**Governance**
**£**|**2022 Total**
**£**|
|---|---|---|---|---|---|
|Schools Programme|133,806|17,251|23,311|22,015|196,383|
|Corner School|141,677|15,542|32,593|23,751|213,563|
|Young People’s Programme|19,677|2,042|2,180|3,477|27,376|
|Community Outreach|3,935|861|621|-|5,417|
|Charitable Expenditure (note 4)|299,095|35,696|58,705|49,243|442,739|
|Generating Funds (note 5)|51,161|2,578|-|8,689|62,428|
||350,256|38,274|58,705|57,932|505,167|
||**Staf**
**Costs**
**£**|**Resources**
**£**|**Professional**
**Fees**
**£**|**Governance**
**£**|**2021 Total**
**£**|
|---|---|---|---|---|---|
|Schools Programme|104,431|55,037|12,673|16,438|188,579|
|Corner School|129,639|63,798|24,005|19,426|236,868|
|Young People’s Programme|43,213|15,455|1,785|6,974|67,427|
|Community Outreach|3,601|574|-|-|4,175|
|Charitable Expenditure (note 4)|280,884|134,864|38,463|42,838|497,049|
|Generating Funds (note 5)|43,213|11,715|84|6,974|61,986|
||324,097|146,579|38,547|49,812|559,035|
Resources include costs of IT and premises.
**46**
**Notes To The Financial Statements**
**2022 Annual Report**
## **For the year ended 31 August 2022**
## **7. GOVERNANCE COSTS INCLUDE**
|**7. GOVERNANCE COSTS INCLUDE**|||
|---|---|---|
||**2022**|**2021**|
||**£**|**£**|
|Staf Costs|43,292|36,011|
|Auditor’s renumeration|14,640|13,801|
||57,932|49,812|
|**8. NET INCOME**|||
||**2022**|**2021**|
||**£**|**£**|
|**This is stated afer charging**|||
|**Auditor’s renumeration (including VAT)**|||
|Audit|14,640|13,801|
|Other services|-|-|
|Expenses reimbursed to Trustees|-|-|
|Depreciation|47,961|45,230|
**9. STAFF COSTS AND NUMBERS**
|**9. STAFF COSTS AND NUMBERS**|||
|---|---|---|
||**2022**|**2021**|
||**£**|**£**|
|**Staf costs were as follows:**|||
|Salaries and wages|1,683,724|1,453,942|
|National Insurance|169,576|141,581|
|Pension Contributions|61,421|49,550|
||1,914,721|1,645,073|
Included in the amounts above is the amount of £70,869 (2021: £23,496) for termination payments.
The number of employees whose emoluments fell within the following bands were:
|following bands were:||||
|---|---|---|---|
||**2022**||**Restated**
**2021**|
|£60,001 - £70,000||-|1|
|£90,001 - £100,000||-|1|
|£100,001 - £110,000||1|-|
|£110,001 - £120,000||1|-|
No expenses were reimbursed to Trustees in the current year or preceding period. No Trustee received remuneration in the current year or preceding period.
The key management personnel of the charity in the period are considered to be the Chief Executive, Finance & Resources Director, HR Manager, the Clinical Director, the Schools Programme Director, the Headteacher of the Corner School and the Director of Safeguarding & Business Development.
**47**
**Notes To The Financial Statements For the year ended 31 August 2022**
**2022 Annual Report**
## **9. STAFF COSTS AND NUMBERS (continued)**
|The average number of employees during
the year was as follows:|**2022 Full time**
**equivalent**
**staf numbers**|**2021 Full time**
**equivalent**
**staf numbers**|**2022**
**Staf**
**Numbers**|**2021**
**Staf**
**Numbers**|
|---|---|---|---|---|
|Schools Programme|18|15|26|21|
|Corner School|13|13|17|15|
|Young People’s Programme / Young Adults|1|2|1|2|
|Support – Management|6|4|8|7|
|Raising Funds|-|-|-|-|
|Average number of|38|34|52|45|
## **10. FIXED ASSETS**
||**Catering**
**Equipment**|**Leasehold**
**Improvements**
**£**|**Furniture,**
**Fittings &**
**Equipment**
**£**|**Playground**
**Equipment**
**£**|**Total**
**£**|
|---|---|---|---|---|---|
|**Cost**||||||
|At 1 September 2021|2,925|203,514|112,899|37,566|356,904|
|Additions|-|-|14,689|-|14,689|
|Disposals|-|-|-|-|-|
|**Balance at 31 August 2022**|2,925|203,514|127,588|37,566|371,593|
|**Accumulated depreciation**||||||
|At 1 September 2021|348|53,506|72,047|8,079|133,980|
|Charge for the period|584|21,950|21,112|4,315|47,961|
|Disposals|-|-|-|-|-|
|**Balance at 31 August 2022**|932|75,456|93,159|12,394|181,941|
|**Net Book Value**||||||
|Brought forward at 1 September 2021|2,577|150,008|40,852|29,487|222,924|
|Carried forward at 31 August 2022|1,993|128,058|34,429|25,172|189,652|
## **11. DEBTORS: amounts falling due within one year**
||**2022**|**2021**|
|---|---|---|
||**£**|**£**|
|Trade debtors|259,473|45,667|
|Prepayments|44,335|38,335|
|Other debtors|107,957|118,015|
||411,765|202,017|
**48**
**2022 Annual Report**
## **Notes To The Financial Statements**
## **For the year ended 31 August 2022**
||**2022**|**2021**|
|---|---|---|
|**12. CREDITORS:amounts falling due within one year**|**£**|**£**|
|Trade creditors|31,306|19,898|
|Other taxation and social security|45,899|38,896|
|Accruals and deferred income|260,270|114,212|
|Other creditors|45,903|44,152|
||383,378|217,158|
## **13. ANALYSIS OF FUNDS**
|**1**|**At**
**September 2021**
**£**|**Income**
**£**|**Expenditure**
**£**|**Transfers**
**£**|**At**
**31 August 2022**
**£**|
|---|---|---|---|---|---|
|General Fund|1,070,301|1,136,241|772,926|(364,689)|1,068,927|
|Designated Funds|350,000|-|350,000|350,000|350,000|
|Fixed Asset Fund|222,924|-|47,961|14,689|189,652|
|Total Unrestricted Funds|1,643,225|1,136,241|1,170,887|-|1,608,579|
|Restricted Funds:||||||
|Schools Programme - Schools|-|350,430|350,430|-|-|
|Schools Programme - Universities|-|34,733|34,733|-|-|
|Schools Programme – Grants|-|264,371|239,371|-|25,000|
|Schools Programme – Donations|-|112,834|112,834|-|-|
|The Corner School – Local Authority|-|554,400|554,400|-|-|
|Community – Homework Club|-|7,231|7,231|-|-|
|Young People’s Programme – Grants|-|12,800|12,800|-|-|
|The Corner School – Grants|-|658|658|-|-|
|Government Grants|-|3,000|3,000|-|-|
|Total Restricted Funds|-|1,340,457|1,315,457|-|25,000|
|Total Funds|1,643,225|2,476,698|2,486,344|-|1,633,579|
|**1**|**At**
**September 2020**
**£**|**Income**
**£**|**Expenditure**
**£**|**Transfers**
**£**|**At**
**31 August 2021**
**£**|
|General Fund|1,069,487|1,122,325|703,103|(418,408)|1,070,301|
|Designated Funds|350,000|-|350,000|350,000|350,000|
|Fixed Asset Fund|199,746|-|45,230|68,408|222,924|
|Total Unrestricted Funds|1,619,233|1,122,325|1,098,333|-|1,643,225|
|Restricted Funds:||||||
|Schools Programme - Schools|-|255,726|255,726|-|-|
|Schools Programme – Grants|-|280,890|280,890|-|-|
|Schools Programme – Donations|-|209,453|209,453|-|-|
|The Corner School – Local Authority|-|596,532|596,532|-|-|
|Community – Homework Club|3,387|-|3,387|-|-|
|Young People’s Programme – Grants|-|5,000|5,000|-|-|
|The Corner School – Grants|-|4,000|4,000|-|-|
|Government Grants|-|8,766|8,766|-|-|
|Total Restricted Funds|3,387|1,360,367|1,363,754|-|-|
|Total Funds|1,622,620|2,482,692|2,462,087|-|1,643,225|
**49**
**Notes To The Financial Statements For the year ended 31 August 2022**
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2022 Annual Report
**----- End of picture text -----**
## **Designated funds**
A designated fund was initially created to develop the Corner School. With 12 children being on the school roll at the start of the 2022-23 academic year the school is still working towards full capacity. In view of the forecast operating deficit for the next academic year we have transferred a further £350,000 to the designated fund for the Corner School at the year end.
## **Fixed Asset fund**
are in a separate fund to show they are not freely available to be utilised by the charity.
## **Restricted funds**
## **14. ANALYSIS OF NET ASSETS BY FUND**
||**General**
**Funds**
**£**|**Designated**
**Funds**
**£**|**Restricted**
**Funds**
**£**|**2022 Total**
**£**|
|---|---|---|---|---|
|Fixed assets|189,652|-|-|189,652|
|Net current assets|1,068,927|350,000|25,000|1,443,927|
|**Total**|1,258,579|350,000|25,000|1,633,579|
||**General**
**Funds**
**£**|**Designated**
**Funds**
**£**|**Restricted**
**Funds**
**£**|**2021 Total**
**£**|
|Fixed assets|222,924|-|-|222,924|
|Net current assets|1,070,301|350,000|-|1,420,301|
|**Total**|1,293,225|350,000|-|1,643,225|
## **15. OPERATING LEASE COMMITMENTS**
At the year end the charity was committed to making the following payments in total in respect of operating leases.
||**Equipment**|**Equipment**|
|---|---|---|
||**2022**|**2021**|
|Falling due:|**£**|**£**|
|Within one year from 31 August 2022|3,761|2,811|
|Within two to fve years from 31 August 2022|9,383|8,433|
||**Land and**|**Land and**|
||**buildings**|**buildings**|
||**2022**|**2021**|
||**£**|**£**|
|Falling due:|||
|Within one year from 31 August 2022|55,000|55,000|
|Within two to fve years from 31 August 2022|220,000|220,000|
Operating lease costs charged to the Statement of Financial Activities in the year ended 31 August 2022 amounted to £83,318 (2021: £145,106).
**50**
**Notes To The Financial Statements For the year ended 31 August 2022**
**2022 Annual Report**
## **16. TAXATION**
The charity is exempt from corporation tax as all its income is charitable and is applied for charitable purpose. The charity is not exempt from VAT which is included with the expenses to which it relates on the Statement of Financial Activities.
## **17. RECONCILIATION OF NET INCOME TO NET CASH INFLOW FROM**
## **OPERATING ACTIVITIES**
|
**OPERATING ACTIVITIES**|||
|---|---|---|
||**2022**|**2021**|
||**£**|**£**|
|**Net (expenditure) / income for the year**|(9,646)|20,605|
|Add back depreciation charge|47,961|45,230|
|Deduct interest income shown in investing activities|(1,241)|(325)|
|Decrease / (increase) in debtors|(209,748)|327,897|
|Increase in creditors|166,220|29,578|
|**Net cash (used) / generated in operating activities**|(6,454)|422,985|
## **18. RELATED PARTY TRANSACTIONS**
The total amount of donations received from four Trustees in the year was £835,000 (2021: £1,122,000 from four Trustees).
During the year Trustees agreed to fund the Beckmead Trust £2,207 being the VAT incurred on the purchase of 50 laptops purchased in the period ended 31 August 2020. The laptops were distributed to vulnerable children and young people living in Brent during the Covid-19 pandemic. Stuart Roden is a Trustee of the Beckmead Trust and Jonathan Clark is the Chief Executive of the Beckmead Trust. All transactions were made at arms length. There were no other related party transactions in the year or prior year.
## **19. COMPARATIVE STATEMENT OF FINANCIAL ACTIVITIES FOR THE**
## **YEAR ENDED 31 AUGUST 2021**
|
**YEAR ENDED**|
**31 AUGUST**|
**2021**|||
|---|---|---|---|---|
|||**2021**|**2021**|**Year Ended**|
|||**Unrestricted**|**Restricted**|**31 August 2021**|
|||**Funds**|**Funds**|**Total Funds**|
|||**£**|**£**|**£**|
|**INCOME FROM:**|**Notes**||||
|Donations & grants|**2**|1,122,000|508,109|1,630,109|
|Charitable activities|**3**|-|852,258|852,258|
|Investments||325|-|325|
|**Total Income:**||**1,122,325**|**1,360,367**|**2,482,692**|
|**EXPENDITURE ON:**|||||
|Charitable activities|**4**|1,028,020|1,363,754|2,391,774|
|Raising funds|**5**|70,313|-|70,313|
|**Total Expenditure:**||**1,098,333**|**1,363,754**|**2,462,087**|
|Net income / (expenditure)|**5**|23,992|(3,387)|20,605|
|**Net movement in Funds**||23,992|(3,387)|20,605|
|Funds brought Forward||1,619,233|3,387|1,622,620|
|**Funds at**||1,643,225|-|1,643,225|
|**31 August 2020**|||||
**51**
**www.up.org.uk**
**Company number: 09750864 Registered charity number: 1163932**