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|T|eofadviser
Name||Address||||||||
|---|---|---|---|---|---|---|---|---|---|---|
|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|||||||||
|relevant,
about:|||||||||
|~|policies and procedures||||||||
||adopted for the induction||and||||||
||training
oftrustees;||||||||
|~|the charity*s organisational||||||||
||structure
and any wider||||||||
||network
with which the|charity|||||||
||works;||||||||
|~|relationship
with any related||||||||
||parties;||||||||
|~|trustees'
consideration|of|||||||
||major risks and the system||||||||
||and procedures
to manage||||||||
||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|||||||||
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|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|
||||ADHD, this required
careful planning
and preparation,
to make sure the|
||||pupils remained
focused
in the lessons.|
||||Once face toface lessons resumed,
six groups of pupils were provided|
||||with lessons on a Wednesday
morning.
Groups were taught
by specialist|
||||tutors, who had a qualification
in teaching
children
with dyslexia. The|
||||pupils
loved playing
the multi-sensory
games and activities and|
||||developed
an enjoyment
in reading.
In addition,
they gained confidence|
||||in their reading
ability and learnt reading
strategies
to use at school and|
||||at home. We had very positive feedback from the class teachers, the|
||||Deputy Head and Headteacher,
who noticed that the pupils had|
||||significantly
developed
their confidence
in reading
and their mental
well-|
||||being had improved.|
||||The Reading Ladders webinar was very successful
and we raised nearly|
||||E1,000which
will be put towards
expanding
our reserves. We received|
||||excellent feedback from the tutors and we were able to raise the profile of|
||||Reading Ladders.|
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