| T | eofadviser Name |
Address | ||||||||
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| Name ofchief executive or names ofsenior staff members | (Optional | information) | ||||||||
| 0 0 | 4 | ~ | ~ | A | ||||||
| Description ofthe charity"strusts | ||||||||||
| Type of governing document |
Constitution | adopted 24'" April 201? | ||||||||
| How the charity is constituted | Charitable | Incorporated | Organisation | |||||||
| Trustee selection methods | Appointed | by Voluntary | Operations | Manager | with | approval | by other | |||
| trustees | ||||||||||
| Additional governance issues (Optional information) |
| You may choose to include | You may choose to include | You may choose to include | ||||||
|---|---|---|---|---|---|---|---|---|
| additional information, where |
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| relevant, about: |
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| ~ | policies and procedures | |||||||
| adopted for the induction | and | |||||||
| training oftrustees; |
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| ~ | the charity*s organisational | |||||||
| structure and any wider |
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| network with which the |
charity | |||||||
| works; | ||||||||
| ~ | relationship with any related |
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| parties; | ||||||||
| ~ | trustees' consideration |
of | ||||||
| major risks and the system | ||||||||
| and procedures to manage |
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| them. | ||||||||
| ~ | t | ~ | ||||||
| To advance the education | ofyoung people with dyslexia and | other | ||||||
| literacy difficulties | in | North | West London and the surrounding | areas. | ||||
| Summary ofthe objects | ofthe | |||||||
| charity set out in its | ||||||||
| governing document |
| e | ~ | ||
|---|---|---|---|
| Summary ofthe main achievements ofthe charity during the year |
The charity managed to adapt its services, to provide virtual tuition during the lockdowns. This was an achievement since we had to learn new ways ofteaching literacy online, something we had never done before. Since some pupils had additional learning needs such as ASD and |
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| ADHD, this required careful planning and preparation, to make sure the |
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| pupils remained focused in the lessons. |
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| Once face toface lessons resumed, six groups of pupils were provided |
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| with lessons on a Wednesday morning. Groups were taught by specialist |
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| tutors, who had a qualification in teaching children with dyslexia. The |
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| pupils loved playing the multi-sensory games and activities and |
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| developed an enjoyment in reading. In addition, they gained confidence |
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| in their reading ability and learnt reading strategies to use at school and |
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| at home. We had very positive feedback from the class teachers, the | |||
| Deputy Head and Headteacher, who noticed that the pupils had |
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| significantly developed their confidence in reading and their mental well- |
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| being had improved. | |||
| The Reading Ladders webinar was very successful and we raised nearly |
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| E1,000which will be put towards expanding our reserves. We received |
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| excellent feedback from the tutors and we were able to raise the profile of | |||
| Reading Ladders. |