Supporting the education and
development of children and
young people
IS
LBLUESPARK
FOUNDATION
## **Annual Report and Accounts 2021/2022**
**Contents** Legal and Administrative Details 2 Structure 3 Governance 3 Management 3 Objectives 4 Grant Policy 4 Activities 5 Financial Report 14 Plans for the Future 15 Appendix 1 : Trustees 16 Appendix 2 : Ambassadors 17 Appendix 3 : Grants 18 Appendix 4 : Accounts 23 Appendix 5 : Independent Examiner’s Report 25
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## **Legal and Administrative Details**
## **Registered Charity**
BlueSpark Foundation is a Charitable Incorporated Organisation Registered charity number 1167172
## **Principal Office**
84A Upland Road Sutton Surrey SM2 5JB
## **Trustees**
Tim Davies Robert Bartlett Sarah Budnik
## **Ambassadors**
Helen Bartlett Steve Clarke Huw Leslie Jack Leslie Greg Nussbaum Rachel Nussbaum Lisa Singleton
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## **Structure**
BlueSpark Foundation is a Charitable Incorporated Organisation. The founding Trustees, namely Tim Davies, Robert Bartlett and Sarah Budnik, are the only members. The constitution of the Foundation was adopted by the Trustees on 15th May 2016. The Charities Commission registered the Foundation as a charity on 17th May 2016.
## **Governance**
The governance procedures of the Foundation are set out in its constitution which is in the form recommended by The Charity Commission for a Charitable Incorporated Organisation.
The Trustees meet at least six times a year. The constitution provides that no decision of the Trustees shall be taken at a meeting of the Trustees unless at least two of the Trustees are present. In practice, all of the Trustees have been present at all meetings of the Trustees held during the period covered by this report.
The founding Trustees have been appointed to hold the following offices with the Foundation:
Tim Davies – Chairman Robert Bartlett – Finance Director Sarah Budnik – Grant Applications Director
Collectively, the Trustees have extensive legal, accounting, business and risk management experience as well as knowledge of the charity and education sectors. The Trustees are satisfied that their experience and training make them well qualified to carry out the activities of BlueSpark and to achieve its objectives.
## **Management**
All the management activities of the Foundation are undertaken by the Trustees. As the Foundation is a grant making body, the principal decisions of the Trustees concern the approval of grants. The Trustees meet at regular intervals to discuss grant applications and decide which ones to approve for receipt of a grant from the Foundation. Our grant making policies are outlined in this report in the section headed "Grant Policy”.
We have a network of Ambassadors to help identify projects suitable for the receipt of grants and to promote awareness of BlueSpark and its activities but our Ambassadors do not have a management role in the Foundation.
All the Trustees and Ambassadors give their time voluntarily and receive no benefits from the Foundation. Short biographical details of our Trustees and Ambassadors are set out in Appendices 1 and 2.
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## **Objectives**
BlueSpark Foundation supports the education and development of children and young people for the public benefit. We do this by providing grants for academic education, drama, sport, music, dance and singing and other educational activities and excursions that have one or more of the following objectives:
_Encouraging independence Developing team working skills Developing self confidence Promoting creativity & individuality Encouraging aspiration Enhancing educational achievement Widening educational horizons_
We provide funds for projects which might not happen at all or would only happen on a lesser scale without our support. Teachers and people in the community at large are often prepared to give their time to potential projects but they may not have access to the funding which will turn those projects into reality. BlueSpark’s objective is to help bridge that gap by funding or part funding some of these projects.
## **Grant Policy**
Funding provided by BlueSpark for any particular project must be crucial to that project rather than marginally incremental to its funding. In most cases, grants are made on a relatively small scale. Many grants are under £2,000 and none exceed £5,000. Projects funded by BlueSpark must be in England.
Most projects which we support are initiated or undertaken by schools, colleges or community groups. However, individuals may also apply for a grant and BlueSpark may undertake or initiate projects in its own right.
We provide funds for physical assets such as sports equipment, for services such as music or dance tuition, and simply for the provision of experiences such as theatre visits.
In selecting projects to receive a grant we aim to maintain a balance of different types of project from across the whole of England and from a wide range of schools, community organisations, sports clubs, drama groups and music and dance organisations.
There are no preconditions for the making of a grant regarding the number of children or young people who may benefit from a particular project. A project may be particularly deserving of a grant on the basis of the number of children or young people that it will benefit. Equally, a grant may be appropriate for the benefit of a single child or young person especially if the impact of the project concerned is likely to be particularly significant for that individual.
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## **Activities**
## **Overview**
As at 31st March 2022, we had distributed a total of 337 grants since we made our first grant in November 2017. These grants have been given to a broad cross section of schools and educational institutions, drama organisations, sports clubs, music and dance groups, youth development organisations and individuals for a wide range of educational, cultural, sporting and other projects.
In the year to 31st March 2022, we made 74 grants. This was up from 47 grants in the previous year during which the covid pandemic had a major impact on the ability of schools and other organisations to undertake projects. The pandemic continued to have a significant but declining effect on potential projects in the year to 31[st] March 2022. By the end of the year the adverse impact of the pandemic on project applications had largely come to an end.
We prioritise projects which we believe :
• will enhance the self-confidence, team working skills and future employability of the children and young people taking part in them; and which
• would not happen at all or would only happen on a lesser scale without the support of BlueSpark.
## **Categories of Project**
We support projects in six broad categories namely :
Academic Drama Sport Music, Dance and Singing Outdoor activities Educational excursions
The split between these categories varies from year to year. We do not aim to achieve any particular split. However, prior to the pandemic we were supporting broadly similar numbers of projects in each of the first five categories. That balance was temporarily distorted by the adverse impact which the covid pandemic had on the ability of schools and other organisations to undertake drama projects and educational excursions. We expect the balance between types of project to return to the pre covid position now that the pandemic is over.
The first table shown below gives a breakdown as at 31st March 2022 of the projects we have supported by type since we made our first grant in November 2017. The second table gives a breakdown of the projects we supported by type in the year ending 31st March 2022.
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## **Grants by Type – cumulative to 31[st] March 2022**
**----- Start of picture text -----**
3%
Academic
20%
29%
Drama
Sport
Music,Dance,Singing
17% Outdoor Activities
15% Educational Excursions
16%
**----- End of picture text -----**
**Grants by Type – for the year ended 31[st] March 2022**
**----- Start of picture text -----**
4%
Academic
28%
23%
Drama
Sport
Music,Dance,Singing
Outdoor Activities
11%
Educational Excursions
22%
12%
**----- End of picture text -----**
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## **Geographical Distribution of Projects**
The first map below shows the geographical distribution of the grants we have made since we made our first grant in November 2017 up to 31st March 2022. The second map shows the geographical distribution of the grants we made during the year ending 31st March 2022. The maps show that we have supported projects across the whole of England, in cities, towns and suburbs and in the country.
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Our grant selection process does not limit the number of grants which we make by reference to geographical areas in England. However, since we started making grants, we have achieved a spread of grants which, in broad terms, is balanced across all areas in England, judged by density of population.
We do not specifically target grants towards projects where the participants are from less well-off backgrounds but that factor is one of many which we consider in awarding grants. Our aim is to achieve the maximum impact from the use of the funds which we distribute. Our judgement on the impact of a project is affected by many factors, including its relative significance to the participants, the number of children or young people involved, and our perception of the contribution that the project is likely to have in enhancing the selfconfidence and team working skills of the participants.
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## **Grant recipients**
We have made grants to schools and education institutions, sports clubs, drama and music organisations, youth organisations and to individuals. The first table shown below gives a breakdown of grant recipients by type of organisation since we made our first grant in November 2017. The second table gives a breakdown of grant recipients by type of organisation in the year to 31st March 2022.
**Grants by Type of Organisation - Cumulative to 31[st] March 2022**
**----- Start of picture text -----**
6% [5%]
Schools / education institutions
7%
Youth organisations
10%
Drama and music organisations
Sports clubs
72%
Individuals
**----- End of picture text -----**
**Grants by Type of Organisation - Year to 31[st] March 2022**
**----- Start of picture text -----**
4% [4%] [1%]
11% Schools / education institutions
Youth organisations
Drama and music organisations
Individuals
Sports clubs
80%
**----- End of picture text -----**
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## **Specific Projects**
A full list of all the projects for which we have made grants during the year is set out in Appendix 3. The following projects constitute an illustrative cross-section of projects we have supported and for which we have received recent feedback.
BlueSpark sponsored the collaborative production of the musical “Grease” by three Inspiration Trust schools in Norwich, namely Jane Austen College, The Hewlett Academy and Sir Isaac Newton Sixth Form. The show was put on at the Walter Roy Theatre in Norwich with 63 students either performing or helping backstage during the production process. Students of all backgrounds participated, experiencing everything from the rehearsal process through to performing
the show and hiring professional lighting, sound, costumes and set. The project leader said it was “an unforgettable extra curricular life experience for our students and helped them to build their confidence as well as improve their transferable skills such as teamwork, commitment and professional practice. Students had the time of their lives, made lasting friendships and had an experience they will never forget.”
BlueSpark provided St Michael’s C of E Primary School in Rye, East Sussex with funding to support a school residential trip aimed at creating new experiences and enhancing classroom learning. Students were given the opportunity to take part in new outdoor and indoor activities which helped build their confidence and self-esteem and gave them a sense of independence and personal responsibility. This improved both their physical and emotional skills and enhanced their team working abilities.
BlueSpark provided funding for kayaking and conservation activities by students from Helston Community College, in Helston, Cornwall as part of their John Muir Award project. The project was designed to teach the students about the relationship between the natural environment of the College, the river that flows past the college and the local coastline where the river enters the sea, whilst at the same time giving the students a personal development opportunity.
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BlueSpark provided funding for The Dorset Children’s Foundation in Bournemouth, Dorset to purchase lightweight wheelchairs for children with limited mobility and with no access to larger wheelchairs, which often take many months for families to access. These lightweight wheelchairs enable some of the children supported by The Dorset Children’s Foundation to leave the house to participate in events and activities and to go out with siblings and participate in the wider community.
BlueSpark provided funding support for Ellington Colliery Band in Morpeth, Northumberland to introduce young people to the joys and benefits of playing brass instruments in a group. The project began with a day of high quality music activities led by a youth development brass specialist from Brass Bands England supported by professional brass musicians and volunteer members of Ellington Colliery Band. This was followed by weekly
performance opportunities. The project gave the participants experience of playing in a group and the opportunity to develop new skills both music and non-music related, including working as a team, building self-confidence and supporting mental health and well-being.
BlueSpark co-sponsored the National Cipher Challenge organised by The University of Southampton. This is an annual code breaking competition which now reaches a national audience of over 6100 competitors and teachers, competing in over 2700 teams, from schools and colleges across the UK. The competition offers a series of challenges designed to stretch students by applying their classroom knowledge to unfamiliar problems. The competition is released as a series of text episodes encrypted with a range of ciphers. Usually working in teams, competitors are charged with deciphering each chapter by applying tools from mathematics and statistics. Participants need to show persistence and imagination to break the ciphers as they grow in sophistication.
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.
BlueSpark provided funding support for the children at Our Lady’s Catholic Primary School in Dartford, Kent to carry out a series of practical projects aimed at improving communication, confidence, teamwork, budget management and time management and at giving the children a wider understanding of local and global issues. These projects included designing Christmas cards and delivering them to neighbouring old people’s homes; planning, developing and selling gifts;
designing and building recycled sculpture prototypes for the forest school; researching cultural food recipes, costing them up and cooking them outside; and designing a smallscale building with the assistance of a visiting architect. The project leader said that the children had enjoyed becoming involved in project management and money management and talking about things like “food miles” in the context of where food comes from. Actually being involved in delivering projects also allowed confidence and self-esteem to flourish amongst the children.
BlueSpark provided funding for the Science and Engineering Club at Kemsing Primary School in Kemsing, Kent to purchase new Lego robotics sets. These gave the school an improved programming interface and helped the students to develop their coding skills and improve their understanding of robotics. These factors assisted the school’s participation in the First Lego League competition which aims to develop teamwork and problem solving skills in young people through hands on STEM learning.
BlueSpark helped Maryport Solway Sea Cadet Unit in West Cumbria to purchase mountain bikes for the purpose of allowing their cadets to learn and develop individual and team skills in mountain biking and to improve their physical and mental well-being. The cadets reported back that they enjoyed carrying out an activity with the Sea Cadets that was not waterbased and that they had felt challenged by the activity. The instructors noted how interactive the young people were, especially in encouraging and supporting each other through the more technically challenging elements of the lessons.
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BlueSpark provided support for Drama Express to deliver a series of specialised learning and development drama workshops to young people with disabilities including autism and Asperger’s syndrome, sensory impairments, cognitive processing deficits, epilepsy, restricted/limited mobility, learning difficulties, dyspraxia and chronic neurological conditions. The workshops encouraged each young person to be active throughout the sessions and helped them to gain
confidence in their ability and achievements. The participants enjoyed a very positive experience working alongside their peers and were enthusiastic about their own personal development .
BlueSpark provided funding to The Tall Ships Youth Trust for 10 young people from disadvantaged backgrounds from South East England to participate in a four night residential sailing voyage. They all worked together and participated in every aspect of sailing the vessel, including domestic duties such as cooking and cleaning. By the end of the voyage, they had improved their teamwork and communication skills and the majority of them also felt that their self esteem and confidence had improved.
BlueSpark provided funding for a whole school workshop by the “Junk Orchestra” at the British School in Wotton-Under-Edge, Gloucestershire. The workshop delivered a diverse music opportunity, providing live music as well as teaching the children about recycling and using materials effectively. The children took part in playing and performing on a huge range of recycled musical materials. The workshop also gave teachers and children the opportunity to create their own “junk” instruments and to have a go at recycling materials for better use.
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## **Financial Report**
Accounts for the year ending 31st March 2022 have been completed on a receipts and payments basis and are included on pages 23 and 24 of this report. An independent examiner’s report on the Accounts is set out on page 25 of this report. The Trustees believe a receipts and payments basis is appropriate for the Foundation as it has a cash based business model comprising receiving donations and endowments, managing investments and making grants.
The Accounts cover the period 1st April 2021 to 31st March 2022. All functions are carried out by the Trustees who give their time without charge. During the year the Foundation awarded grants to the value of £104,023. In addition, the Foundation reissued grants of £7,323 which had previously been returned by applicants during the covid pandemic. These grants were reissued when circumstances allowed the projects to progress. Website and software costs of £5,423, bank and investment fees of £1,762 and investment purchases of £1,869 complete the total payments of £120,400 included in the Accounts.
The Foundation did not undertake any fundraising activities during the year but received donations amounting to £85,579 and investment and other income totaling £5,229. During the year investments to the value of £54,305 were sold to fund grant making activities. Total cash receipts for the year amounted to £145,113 leaving net receipts of £24,713 for the year.
As at 31st March 2022, the total value of investments and cash held by the Foundation was £672,843 represented by investment assets held in a broad range of equity funds having a market value as at that date of £600,630 and cash of £72,213. All of the investment assets and the £58,595 cash held with Hargreaves Lansdown constituted endowment funds. The remaining £13,618 cash held with Barclays Bank constituted unrestricted funds
The value of investments at 31st March 2022 were £659,464. No material additions have been made to the investments during the year and overall a small capital loss was made. During the year asset sales of £54,305 were made and were the major factor in reducing the investment value to £600,630 at the year end.
## **Policy on Reserves**
The endowment funds have been donated to provide base funding for the Foundation for the long term. The general agreement with the donor is to allow the Trustees to transfer to unrestricted funds a maximum of 10 per cent of the value of the endowment funds in any given financial year.
All donations received as unrestricted funds plus transfers from endowment funds less operating costs are available to provide grants. The Trustees ensure that at all times the Foundation has sufficient resources to meet its obligations and commitments. The policy on reserves is reviewed by the Trustees on an on going basis in the light of the receipt of further endowment funding and unrestricted donations.
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## **Policies on Investments and Cash**
BlueSpark has an account with Hargreaves Lansdown investment managers which holds all endowment investments and cash separately from unrestricted funds. In order to diversify and spread risk, our investments are held in managed equity funds which in turn hold investments in companies operating in all the major markets in the world. These investments are held with the aim of providing income and growth to fund our grant awards in the long term.
Cash reserves sufficient to meet our grant awards in the short-term and other obligations will be maintained at all times.
## **Plans for the Future**
The Trustees intend to continue making grants on the same basis as they have done up to the date of this report. In particular, they intend to continue making grants to a wide range of different types of project from across the whole of England and from a broad range of schools, community organisations, sports clubs, drama groups and music and dance organisations.
The Trustees are confident that BlueSpark has existing funds sufficient to continue its activities on at least the same scale for a number of years. Furthermore, they have assurances of significant endowment funding in the future.
In setting our objectives and planning our activities, the Trustees have considered The Charity Commission's guidance on public benefit, including the guidance "Public benefit : running a charity (PB2)". It is our opinion that, in setting our objectives, we have complied with our duty to have due regard to the Charity Commission's guidance on public benefit.
……………………………………… ………………………………………… **Tim Davies Robert Bartlett** Chairman Finance Director 27th January 2023
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## **Appendix 1 Trustees**
**Tim Davies** is our Chairman. He graduated in Law from the University of Southampton and then qualified as a solicitor. He practised for over 30 years as a corporate lawyer at Fieldfisher, an international firm of lawyers where he was a Partner, Head of the Corporate Department and a member of the Management Board. He is now a Trustee of The Children’s Trust for Children with acquired brain injury, a Business Adviser for the Young Enterprise UK Programme, a school governor and a judge for the ESU Churchill Public Speaking competition for schools.
**Robert Bartlett** is our Finance Director. He graduated in Economics from the University of Southampton and is a member of the Chartered Institute of Management Accountants. During a 25 year career with Racal Electronics plc, a large UK quoted multi-national group, he progressed to hold the position of Finance Director with Racal’s Telecoms, IT Security and Corporate Finance divisions. After the acquisition of Racal Electronics plc by Thales SA, a €10bn per annum turnover French Group, he was responsible for integrating the Racal subsidiaries into Thales accounting and budgeting processes. He then resumed operational finance director roles for Thales within Thales’ Transportation and UK Services divisions.
**Sarah Budnik** is our Grant Applications Director. She graduated in Geography from Royal Holloway College, University of London in 2010. After graduating, she worked at Royal Holloway as their Community Action Volunteer Manager before joining BEN, the automotive industry charity as their National Volunteer Coordinator. She then trained as a teacher and for seven years taught geography at Sutton Grammar School in the London Borough of Sutton where she was also Deputy Head of the Upper School. She now teaches geography at Highworth Grammar School in Ashford, Kent.
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## **Appendix 2 Ambassadors**
**Helen Bartlett** is a drama teacher, actress, musician and singer. She graduated in Acting from the University of Central Lancashire and subsequently taught drama at Woldgate School, Pocklington, York. She has been involved for many years with youth theatres and drama festivals.
**Steve Clarke** is a technology entrepreneur and investor with business experience in both the private and public sectors. He has built successful start-up businesses from the ground up. He founded the online property portal Property Jungle, co-founded Mobile Five Media and set up and currently runs WithU an audio fitness platform that makes training accessible to anyone anywhere in the world.
**Huw Leslie** graduated from Cambridge University and joined the Civil Service in 2012, initially working as a policy adviser at the Department for Education and subsequently as a policy adviser at H.M. Treasury. He then became Private Secretary to the Minister of State for Schools before returning to H.M. Treasury as Head of Education Strategy and Schools Policy and subsequently becoming head of H.M.T. Scorecard Branch.
**Jack Leslie** is Economics Advisor at the Bank of England. Prior to taking up his present position, he was a senior economist at The Resolution Foundation where his work focussed on macroeconomics and wealth inequality. Before he joined The Resolution Foundation he worked as an economist at the Bank of England in roles covering banking regulation, inflation and labour markets. Jack has an MSc in Economics from Warwick University.
**Greg Nussbaum** is an NHS hospital doctor. He graduated as a doctor from King's College, London in 2014. He is now an anaesthetic and intensive care registrar at University Hospital Southampton NHS Foundation Trust.
**Rachel Nussbaum** is the founder and artistic director of Pull the Other Speech and Drama Education which undertakes drama programmes and workshops for young people. She is also an actress and singer. She graduated in Theatre and Performance from Warwick University in 2007 and subsequently undertook an MA in Acting at East 15 Acting School.
**Lisa Singleton** is a science teacher at Oxted School in Surrey. She graduated from Exeter University in Biological Sciences in 2006 before going on to qualify as a teacher.
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## **Appendix 3 Grants**
The following is a full list of the 74 grants we made in the year to 31st March 2022. The list gives brief details of the relevant project, the organisation which initiated the project and the geographical location:
## **One week drama workshop on all aspects of staging a play culminating in the performance of a play**
Gosforth Amateur Dramatic Society, Seascale, Cumbria
## **Mountain bikes and helmets for mountain biking and learning about bike maintenance**
The Centre School, Cottenham, Cambridgeshire
## **Creation of outdoor theatre space**
Court Moor School, Fleet, Hampshire
## **Creation of school allotment**
Stoneham Park Primary Academy, Eastleigh, Southampton
## **Musical instrument tuition**
Rosedale Primary School, Scawsby, Doncaster, South Yorkshire
## **Equipment for Forest School**
Cheslyn Hay Primary School, Cheslyn Hay, Cannock, Staffordshire
## **Equipment for Forest School**
Derwent Lower School, Henlow, Bedfordshire
## **Residential activity and camping trip**
Chalk Hill PRU, Sudbury, Suffolk
## **Resources for after-school drama club**
The Arc PRU, Margate, Kent
## **Environmental design competition for 15 to 18-year-olds**
Space Science Engineering Foundation, London SW7
## **Teambuilding Activity Day**
Ormiston Six Villages Academy, Chichester, West Sussex
## **School camp to improve well-being, team working and self-esteem**
Carnagill Primary School, Catterick Garrison, North Yorkshire
## **Bikes, helmets and hi viz jackets to enable in school cycling tuition**
Grange Primary School, Hartlepool, County Durham
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## **Sensory room for children with medical and physical disabilities**
The Clare School, Norwich, Norfolk
## **Sports equipment for hockey, tennis, cricket and netball**
Stamfordham Primary School, Newcastle, Tyne & Wear
## **Seaborne boat trips for blind and partially sighted children**
The Wilberforce Trust, Heslington, York
## **Visit to Gorsefield Rural Studies and Outdoor Activity Centre**
Manorfield Primary School, Tower Hamlets, London E14
## **Wetwheels powerboat trips for children in wheelchairs**
Treloar School and College for Disabled Young People, Alton, Hampshire,
## **Training courses for young leader swimming coaches**
Kingfishers Swimming Club, Scarborough, Yorkshire
## **Creation of school vegetable garden**
Dingle Community Primary School, Kingswinford, Dudley, West Midlands
## **Drama learning and development workshops**
Drama Express, Cornwall
## **Adventure camp to promote teamwork and leadership**
Castlebar School, Ealing, London W1
## **Band workshop for whole school**
The British School, Wotton-under-Edge, Gloucestershire
## **After-school debating club run by “Debate mate”**
Stroud Green Primary School, Stroud Green, London
## **Theatre trips for disabled children**
Friends – Play for disabled children
## **Creative music activities to introduce young people to playing brass instruments in a group**
Ellington Colliery Band, Ashington, Northumberland
## **First aid training aids to run first aid training for sea cadets**
Colchester Sea Cadet Corps
## **12 bikes and helmets to set up cycling initiatives**
Warley Road Primary Academy, Halifax, West Yorkshire
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## **10 lightweight wheelchairs to enable disabled children to go on family and school trips**
Dorset Children’s Foundation, Bournemouth, Hampshire
## **Music tuition to encourage self-expression and develop self esteem and confidence**
Kirkby Avenue Primary School, Bentley, Doncaster
## **Forest School set up**
Broadmead Lower School, Stewartby, Bedfordshire
**Shakespeare School Foundation “play in a day” workshop and production** Blue Coat Church of England Academy, Walsall, West Midlands
## **Level 1 tennis coaching LTA accredited qualification course**
Individual, Clacton on Sea, Essex
## **National Cipher Challenge code breaking competition**
The University of Southampton, Hampshire
## **12 mountain bikes for outdoor activities**
Maryport Sea Cadets, Maryport, Cumbria
## **Kayaking and conservation activities as part of John Muir Award project**
Helston Community College, Helston, Cornwall
## **Kit for Duke of Edinburgh award activities**
Redditch & Bromsgrove Sea Cadets and Royal Marines Cadets
## **Creation of Forest School**
Corbett Primary school, Stourbridge, Staffordshire
## **Theatre workshop based around going to university**
Medical Tuition Service, Torbay, Devon
## **35 soprano ukuleles for whole class and extra curricular lessons**
Guilden Morden C of E Primary School, Pound Green, Guilden Morden, Cambridgeshire
## **Visit from Community Art Theatre Company to perform show and provide activities**
Wraxall C of E Primary School, Flax Bourton, North Somerset
## **Outdoor nature and learning area**
Stopsley Community Primary School, Stopsley, Luton
## **Storage shed for tents and other camping equipment**
Clatford Primary C of E School, Andover, Hampshire
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**Resources for “Real Life” project on how the real world works** Our Lady’s Catholic Primary School, Dartford, Essex
## **Trip to Theatre Royal Newcastle pantomime**
Grassmere Academy, Killingworth, North Tyneside, Tyne and Wear
## **Overnight visit to London for visits to theatre, Planet Hollywood and Harry Potter studios**
Our Lady of Lourdes Primary and Nursery School, Southport, Portsmouth
**Three school collaborative production of “Grease”** Jane Austen College,The Hewlett Academy and Sir Isaac Newton 6[th] Form, Norwich, Norfolk
## **Educational Excursion and Outdoor Adventurous Activity Week**
St Teresa’s Catholic Primary School, Preston, Lancashire
## **Visit to Planetarium for 33 children**
Pott Shrigley Church School, Pott Shrigley, Macclesfield, Cheshire
## **Residential camping trip for teambuilding activities and outdoor and adventurous pursuits**
North Beckton Primary School, London E6
## **Scanning reading pens**
Holsworthy Community College, Holsworthy, Devon
## “ **Bringing Books to Life” dance workshop by West End in Schools**
Moat Farm Infant school, Oldbury, West Midlands
## **Tents, rucksacks and stoves for Duke of Edinburgh Award expeditions**
Ark Greenwich Free School, Greenwich London
## **6 SPRX coding spheres to set up and run a STEM club**
Rye College, Rye, East Sussex
## **Production costs for performance of “We Will Rock You”**
Brownhills Ormiston Academy and local Primary Schools, Brownhills, Walsall, West Midlands
## **Visit to Liverpool Empire Theatre to see Joseph and the Amazing Technicolor Dreamcoat**
Bootle and Litherland Brownies, Bootle, Liverpool
## **STEM leaders pilot training scheme for students**
Oaklands Catholic School, Waterlooville, Portsmouth, Hampshire
## **Materials for DT students to build Christmas market stalls for fundraising event**
Pendle Community High School & College, Nelson, Lancashire
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## **Visit to the pantomime to see Beauty and the Beast**
South View Junior School, Basingstoke, Hampshire
## **Lego Robotics equipment for Science and Technology club**
Kemsing Primary School, Kemsing, Kent
## **Visit to Whitley Bay Playhouse to see Snow White**
Stephenson Memorial Primary School, Wallsend, North Tyneside, Tyne and Wear
## **Visit to Delamere Forest for “Treetop Challenge” and other outdoor learning activities**
Meadow Park School, Stockbridge Village, Knowsley, Merseyside
## **Ecology fieldwork and residential trip: The Cranedale Centre, Malton, North Yorks**
Droitwich Spa High School, Droitwich Spa, Wychavon, Worcestershire
## **Residential trip – support for financially struggling families**
St. Michael's C of E Primary School, Playden, Rye, East Sussex
## **Sports kit and equipment**
St. Marys Primary School, Southampton
## **Theatre trip**
Collierley Nursery and Primary School, Dipton, Stanley, Durham
## **Residential sea voyage for 10 young people**
Tall Ships Youth Trust, Portsmouth, Hampshire
## **Theatre workshops at New Wolsey Theatre to create and perform original theatre pieces**
Springfield Junior School, Ipswich, Suffolk
## **New sound system for school hall**
Oldfield Primary School, Greenford, Ealing, London
## **Headsets to help deliver employability skills/work experience programme**
Tower Hamlets Education Business Partnership, Tower Hamlets, East London
## **Participation in World Scouts Jamboree in South Korea**
Individual, Brooke, Norfolk
## **Audiovisual technology for staging live music productions**
Highcliffe school, Highcliffe, Dorset
## **Skateboarding Club**
Blatchington Mill Secondary School, Hove, East Sussex
## **A level Geography residential field trip**
Individual, Boothby, Graffoe, Lincolnshire
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## **Appendix 4**
## **Receipts and Payments Accounts For the Year Ended 31[st] March 2022**
## **Receipts and Payments**
|**Receipts**
Donations Received
Gift Aid Recovered
Investment Income
Interest Income
Other Income
Sub-Total
Sale of Investments
**Total Receipts**
**Payments**
Grants Awarded
Re-awarded Grants
Investment Fees & Bank Charges
Website & Software Costs
Sub-Total
Investment Purchases
**Total Payments**
**Net Receipts / (Payments)**
Transfers between Funds
Cash Funds : brought forward
**Cash Funds : carried forward**|Unrestricted
Funds
£
85,579
-
5,226
3
-
90,808
-
90,808
104,023
7,323
90
5,423
116,859
-
116,859
(26,051)
(5,226)
44,895
13,618|Endowment
Funds
£
-
-
-
-
-
-
54,305
54,305
-
-
1,672
-
1,672
1,869
3,541
50,764
5,226
2,605
58,595|Total
Last
Funds
Year
£
£
85,579
58,995
-
79
5,226
4,513
3
14
-
8,601
90,808
72,202
54,305
-
145,113
72,202
104,023
74,967
7,323
-
1,762
1,487
5,423
441
118,531
76,895
1,869
1,790
120,400
78,685
24,713
(6,483)
-
-
47,500
53,983
72,213
47,500|
|---|---|---|---|
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## **Receipts and Payments Accounts For the Year Ended 31[st] March 2022**
## **Statement of Assets and Liabilities at 31[st] March 2022**
||||Unrestricted|Endowment|
|---|---|---|---|---|
||||Funds|Funds|
||||£|£|
|**Cash Funds**||Barclays Current a/c|8,562|-|
|||Barclays Deposit a/c|5,056|-|
|||Hargreaves Lansdown Inv. a/c|-|58,595|
|||Total Cash Funds|13,618|58,595|
|||||Current Value|
|||||£|
|**Investment Assets**||Endowment Funds||600,630|
|BlueSpark Foundation has no Other Assets or Liabilities|||||
|||**Supporting Analysis and Notes**|||
|||||Endowment|
|||||Funds|
|||||£|
|**Movement on Investments**||Opening Valuation||659,464|
|||Endowment-Transfer of Investments||-|
|||Plus: Additions||1,869|
|||Less: Disposals||54,305|
|||Less: Capital loss net of accumulation||6,398|
|||Closing Balance (see note 3)||600,630|
|**Notes:**|||||
|1)|BlueSpark Foundation has given no guarantee with a||potential liability||
||outstanding at the date of the statement of assets and liabilities.||||
|2)|Bluespark Foundation has no debt outstanding at the||date of the statement of||
||assets and liabilities which is secured by an express charge on any of the assets of||||
||BlueSpark.||||
|3)|The closing balance of investments is valued using market prices at 31/03/2022.||||
|4)|At 31/03/2022 there were Grants offered but not yet||paid to the value of £7,148.||
Signed on behalf of all the trustees
|Date of
Approval
Signed
Printed Name|Date of
Approval
Signed
Printed Name|Date of
Approval
Signed
Printed Name|
|---|---|---|
||Robert Bartlett|27/01/2023|
||Tim Davies|27/01/2023|
||||
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## **Appendix 5**
## **Independent examiner’s report to the Trustees of BlueSpark Foundation**
I report to the Trustees on my examination of the accounts of BlueSpark Foundation (BlueSpark) for the year ended 31st March 2022.
## **Responsibilities and basis of report**
As the charity Trustees of BlueSpark, you are responsible for the preparation of the accounts in accordance with the requirements of the Charities Act 2011 (“the Act”).
I report in respect of my examination of BlueSpark’s accounts carried out under section 145 of the Act and in carrying out my examination I have followed all the applicable Directions given by The Charity Commission under section 145(5)(b) of the Act.
## **Independent examiner’s statement**
I have completed my examination. I confirm that no material matters have come to my attention in connection with the examination giving me cause to believe that in any material respect :
1. accounting records were not kept in respect of BlueSpark as required by section 130 of the Act; or
2. the accounts do not accord with those records.
I have no concerns and have come across no other matters in connection with the examination to which attention should be drawn in this report in order to enable a proper understanding of the accounts to be reached.
Signed
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……………………………
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S. Roberts B.Sc., ACMA 3 Conygree Close, Lower Earley, Reading, RG6 4XE
27th January 2023
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