|Letters of Welcome
**Table of Contents**|4||
|---|---|---|
|2021-22 At A Glance|6||
|About Tutors United|7||
|Highlights This Year|8||
|Our Learnings Delivering During Covid|9||
|Guinness Covid Response Programme|12||
|Our Impact|13||
|External Evaluation|14||
|Outcome 1: Raising Attainment|15||
|Outcome 2: Boosting Confidence and Resilience in Learning|22||
|Outcome 3: Engaging Parents to Support Learning at Home|23||
|Outcome 4: Supporting and Upskilling Tutors to Build Transferrable Skills|25||
|Long Term Impact: Supporting Successful Transitions to Secondary School|27||
|Reference and Administrative Details|31||
|Trustees' Report|32||
|Independent Examiner's Report|35||
|Statement of Financial Activities|37||
|Balance Sheet|38|3|
|Notes to the Financial Statements|40||
## **2020-21 ANNUAL REPORT**
**Enabling every child. Supporting every family.**
Registered Charity Number: 1176968
Company Number: 08595641
## **OUR MISSION**
**We want a world where income doesn't affect education. So, we are on a mission to use the power of tutoring to break down the barriers in education and enable every child to succeed.**
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## **Matthew Corner Chair**
One of the great joys of being involved in Tutors United is seeing the lifechanging impact that we have on pupils and their families. This was clearly evident during our first-ever virtual graduation ceremony in July where so many proud children and parents were able to celebrate their successful completion of the Tutors United programme.
Despite the continued uncertainty that the pandemic has brought, the entire Tutors United team has stepped up to deliver our tutoring services to families across the country. This has been achieved while tailoring our operating model throughout, to ensure our online delivery remains highly effective. My thanks go to Joel and the whole team – which is the largest it has ever been – for achieving this success during a challenging year.
We also refreshed our strategy in 2021, which focuses on growing our reach, income and influence in the education sector. Our finances and relationships with partner organisations remain strong, meaning we can
be ambitious in our aims. Our in-person organisation away days were extremely valuable in making sure staff and trustees are aligned and ready to deliver on these priorities as we come out of the pandemic.
I am delighted to welcome Samreen Shah and Laura Wilson to the trustee team, who bring valuable experience of working in education and local government settings. We now have sub-committees looking at finance and maximising our impact, both of which have strengthened our approach to governance.
I am also pleased that we have been able to commission external reviews of our tutoring services and board effectiveness. This will help us ensure that Tutors United continues to be set on firm foundations as we aim to grow our organisation, offer more opportunities for young people to tutor, and reach even more children and families.
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## **Welcome New Trustees**
This year we welcomed two new fantastic members to our Board of Trustees – Laura Wilson and Samreen Shah. Laura brings to the board years of experience in recruitment and improving diversity within the Ministry of Justice, as well as her experience as a primary school governor. Samreen’s background is also in education, with two decades of experience as a secondary school teacher both in London and Bahrain. She’s also a parent governor of her local primary school.
We are super excited to have them both on board, lending us their insight as we continue to evolve and enhance the support we offer our families and tutors.
## **Joel Davis**
## **Chief Executive**
In a year that saw multiple lockdowns, several rounds of home-schooling, and a year of delivery solely online, I am delighted and proud that Tutors United could provide the much-needed consistency for our families during one of the most difficult years. Though much more work is to be done. Months of learning were lost throughout the country, and the attainment gap is increasing. We cannot deny the enormous challenge ahead of us to narrow the gap in educational achievement rates for pupils facing additional hurdles.
Despite all the challenges and uncertainty that came with Covid-19, the TU tutor team worked tirelessly to keep our programmes running smoothly. Confined to bedrooms and university halls, with mounting deadlines, our fantastic undergraduate tutors didn’t drop the ball and stepped up when they were needed the most. So much so we were able to put a whopping £42,186 back into their pockets over the year. I cannot thank the team enough for their dedication and endless enthusiasm.
So, what’s next for TU? With a broader geographic coverage and hybrid in-person and online delivery models, we are ready to put our foot on the accelerator with our growth. With a refined set of values, you can expect TU to be bold, brilliant, family-focused, and committed in all that we do, particularly as we charge ahead to increase our footprint and fight for systemic change in education for our pupils. A huge thank you to all our partners, funders, and supporters, who continue to champion our work as we evolve and grow as an organisation for our families and brilliant tutors. The best of TU is yet to come!
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## **2020-21 at a Glance**
**82 university students hired and trained as tutors after 12 hours of tuition, pupils progressed by an average of: sub-levels in English 2 in Maths 29%**
**2,736 537 hours of families engaged online tutorials in across the Maths and English academic year 14.1[%] pupils felt more confident in £42,186 English into the 27.8[%] pockets of pupils felt more university students confident in Maths**
**£42,186 into the pockets of university students**
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## **About Tutors United**
Tutors United hire and train inspiring university students to deliver confidence-boosting, attainment-raising tutorials to some of the country's coolest primary school pupils. We are committed to bringing the benefits of tutoring to every child, ensuring their socio-economic background doesn’t hinder how much they can achieve in life.
## **What We Do**
Using the power of tutoring in core subjects, 8-11 years-olds from low-income households receive regular academic support to transition to secondary school. Our specially-devised curriculum was designed by expert teachers to complement the National Curriculum. All our lessons are interactive, adaptable, and, most importantly, fun.
We also engage parents through regular progress reports and training sessions designed to improve literacy and numeracy, ensuring they are able to support their child's learning at home.
Our brilliant tutors run lessons online and in local community centres, making them accessible to all families looking to boost their child's attainment.
Train and employ inspiring university students
Deliver tutorials in core subjects that support the National Curriculum
Work closely with parents and carers to help them support learning at home
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## **Highlights This Year**
## **Our inaugural online graduation event**
With the brilliant Judi Love hosting, we had pupils giving valedictorian speeches and videos of our fantastic award winners receiving prizes on their doorsteps. In true TU spirit, we weren’t going to let Covid stop us even if it meant hand-delivering awards to some of our top pupils.
More than any previous year, we wanted to do something special for our families. Between school lockdowns and changing Covid protocols, we wanted to recognise how resilient and amazing our families had been throughout the academic year.
That’s why we decided to bring our annual graduation event online, so TU families and tutors from across the country could tune in and celebrate their accomplishments from the comfort of their front room. It was certainly a new challenge for TU, but not one we couldn't overcome.
We also have to give a special thank you to City students, Edward Manthorpe and Muhamad Rameez Dayal, who joined us as part of City University’s Micro-Placement Programme to bring our graduation to life. We couldn’t have done it without them!
## **The launch of our Family Learning Programme**
Targeting families in Lambeth, we launched our Family Learning Programme, which offers children the same great tuition we’ve perfected over the years alongside new, enhanced support for their parents and carers. Families worked on projects that encouraged them to work together using their Maths and English skills and also attended parent
sessions on Saturdays to review what their child is learning and how they can support.
Thanks to the support of Walcot Foundation and St Andrews Primary School in Lambeth, this year we worked with 18 children and their families to deliver 30 hours of learning for the whole family!
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## **Our Learnings Delivering During Covid**
In March 2020, just ahead of the first lockdown, we quickly pivoted to delivering our services online with minimal disruption. However, we never would have thought going into this academic year that we would be delivering all of our programmes entirely online – a huge first for the organisation!
This year has been a period of many firsts for Tutors United. Our geographic reach was wider than ever before with just under a third of our families living outside London, our base city. Our tutor cohort was the largest it has ever been with 82 university students being hired and trained to work as tutors. Additionally, the TU team has also grown and is now bigger than ever.
We’re proud of all those accomplishments, but that isn’t to say it hasn’t been a challenge. With recurring lockdowns and restrictions, outreach was particularly difficult this year as we did not have access to our usual avenues of reaching families.
Traditionally, we look to embed ourselves in the wider community through a physical presence. However this year, that wasn't possible due to restrictions, so we had to rely on digital and remote methods that simply weren’t as effective.
We also saw a great deal of families struggling during this period. Mental health was at the forefront of everyone’s mind, alongside growing concerns over the long-term effects of lost learning time. In fact, in the summer of 2020, only 43% of primary school pupils eligible for pupil premium were achieving their targets in English and Maths (compared to 63% of their peers). It’s hardly a surprise that anxiety amongst parents and carers is at an all-time high.
In response, we’ve spent this year looking at how we can deepen our support. From launching the Family Learning Programme to growing our Booster Series, this year was all about giving families tools to ensure this challenging period doesn’t determine their child’s academic future.
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MANCHESTER
14 families
LEICESTERSHIRE
14 families
LANCASHIRE
26 families
BUCKINGHAMSHIRE
19 families
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LONDON
353 families
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## **Brilliant but not perfect**
We're not afraid to do things differently to make sure our families receive the best possible support. That's why we work directly with parents and carers to provide our service.
The downside of this approach means we are often doing things without a precedent to follow. When the pandemic hit, there was no existing blueprint for us to follow to adapt our delivery model to an online environment. Since we don't deliver our work through an intermediary (e.g. a school), that meant we had to re-build our programmes from the ground up.
Another huge learning experience was outreach. Hubs that used to have mile-long waiting lists suddenly went quiet. While we knew families were struggling to maintain their children's attainment, we didn't seem able to reach them. Truth be told, we're still figuring it out and trying new things, but these things take time. As such our aim right now is to make sure our programme is as accessible as possible so that as we're exploring new avenues of outreach, we can make sure those who need it can access our support without additional stress.
Keep reading to find out some key learnings.
While we think we're pretty fantastic, we know we're far from perfect. That being said, we never let a fear of mistakes stop us from trying new things and learning from those mistakes to continue to improve our services.
And the truth is, even after over a year of online delivery, we're still . learning
Our results don't look the same as they used to. With pupils sitting their assessment at home instead of the classroom, we've had much less control over the testing environment and had to rely on parents for the return of assessments and self-assessments - the same parents facing new challenges in all parts of life due to Covid-19.
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## **Frequent check-ins**
Without a physical presence, we realised we would have to be more intentional with how our we nurtured relationships with our beneficiaries. As such, we made a concerted effort to increase our availability to offer support and check-in with our families and tutors.
## **Flexibility where possible**
Recognising the levels of anxiety, we slackened some of our expectations around attendance. If parents expressed that their child needed a break, we felt it would be unfair to not grant them some leniency. We know a foundation of health and wellness is needed for children to learn effectively, so instead, we offered breaks and allowed families access to recordings if live attendance wasn't feasible.
## **Rethink data collection**
One of the biggest challenges of remote delivery was collecting data. In previous years we would use in-person touchpoints to collect important information like feedback surveys and assessments for marking and moderating. For this year we had to rethink our approach. We set up new systems and asked parents to do things online or take pictures and send copies in. We made everything as simple and mobile-friendly as possible and made sure our parents understood the importance of the information we collected.
## **Embrace change**
We're as keen as anyone to return to face-to-face delivery. However, until things are completely safe, we are going to use this opportunity to continue to explore the potential of online delivery and embrace the things we previously would have been unable to do with our usual methods of delivery.
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## **Guinness Covid Response Programme**
Working with the Guinness Partnership, we delivered our very first national programme offering free online tuition to their residents and staff. The programme offered three different levels of support based on the level of need.
**175 Guinness families**
Through this project, we worked with 175 Guinness families from all over the country for a total of 465 hours of learning across the summer and academic year - that's an average of 18.7 hours of learning per pupil. In case you aren't impressed yet, that breaks down to 5 Summer Challenges, 3 phases of the Tutoring Young Residents programme, and 80 hours of Booster Series access. To deliver all this work, we hired 38 amazing university students to work as tutors, including the brilliant Halima!
**465**
**hours of learning**
One of our many star pupils was Amaya, a Year 4 pupil, a Guinness resident, who really blew us away with her commitment. Not only did Amaya make 133% progress in Maths, but she also exceeded the national average by progressing an incredible 4 sub-levels in English. It looks like that 93% attendance rate paid off because Amaya went on to win the Guinness Partnership Pupil of the Year Award at our graduation event in July 2021.
**38 tutors hired**
## **Halima**
Tutoring always comes with its challenges and rewards. Tutoring during the pandemic? You could say double the challenges and double the rewards!
Halima, a first-year student studying Education Studies, is just one of our brilliant tutors who spent the academic year tutoring from home. She worked with Guinness pupils as part of a Covid Recovery Programme, which was designed to offer tiered support to families to make up for the learning lost during the numerous lockdowns.
Halima reported, "I have noticed an increase in the pupils' confidence when answering questions in class." This was reflected in her pupils' fantastic progress. Thanks to her support, her pupils progressed by almost 4 sub-levels in English and 59% in Maths.
Halima went on to share that she also noticed her own growth, identifying how her own "confidence when working as a team" has improved.
We're so proud of Halima and her commitment to her pupils! You're amazing!
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## **Our Impact**
As we continue to broaden what we offer to our families, our goal remains the same: highquality, impactful support in Maths and English, so that every child is able to successfully transition to secondary school and reach their full potential.
**Raising pupil attainment in Maths and English**
**Boosting pupil confidence and resilience in learning**
**Engaging parents in supporting learning at home**
Our formula for success has always had four key elements that we know are key to closing the attainment gap and increasing employability. Everything that we do can be boiled down to these four outcomes:
**Supporting and upskilling tutors to build transferable skills**
## **Data is king!**
When it comes to impact measurement, we have a mantra - 'data is king.' While warm fuzzies and smiling kids make our work rewarding, we rely on a sophisticated evaluation system to track progress, noncognitive growth, and assess the effectiveness of our programme.
Pupils sit three assessments in each subject over the course of the academic year. The first is sat before any lessons are held to get a snapshot of where pupils sit coming into the programme. The second is sat after the first few months to ensure pupils are on the right track. The last assessment is sat towards the end of the year to compare to the initial results to measure attainment growth.
To give us a more three dimensional understanding of pupil growth, we also have pupils and parents do a self-assessment and feedback survey at the beginning and end of the programme.
We compare all these data points when we look at our impact. Keep reading to see how!
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## **External Evaluation**
Thanks to support from Esmee Fairbairn, we commissioned IARS to perform an external evaluation to measure the effectiveness of our programme across our various stakeholders.
This was affirmed by the quantitative analysis which found that pupils had made excellent progress in both subjects, even outperforming last year's cohort by 0.2-0.5 points in English and 10%-15% in maths.
The project ran across the academic year and involved assessment data from the current and previous year, online surveys, and semistructured interviews. The subsequent analysis found that all parents noticed an improvement in their child's academic progress, with most feeling this progress was significant.
It's not just all about attainment though! Parents also felt that the tutoring lessons helped their children to become more efficient and independent in their learning. In their interviews, a recurring theme for parents was that, as a direct result of the tutoring, their children were more engaged with their learning and showed a desire to
learn outside of the classroom.
Lastly, they looked at the work we do with our tutors and found that all the tutors they interviewed reported having gained or improved transferable skills, which we think is absolutely brilliant!
All in all, the findings gave us a lot to be proud of and a lot to consider as we move forward into next year.
**parents felt their child made academic progress with the 100% majority believing it to be significant.**
**increase in decrease in percentage of percentage of parents reporting parents reporting 64% their child is 82% their child gives up achieving what they when something is should at school. difficult.** 14
Here's a breakdown of our 2020-21 cohort of families:
## **Outcome 1 Raising Attainment**
Even before Covid, the average attainment gap at the end of Key Stage 2 for low-income families, when compared to their wealthier peers, was 9.5 months. The situation has only been exacerbated by school closures and nationwide lockdowns, which resulted in huge amounts of learning loss.
According to a recent report looking at academic progress across the 2020-21 academic year, by the end of the autumn term, primary-aged pupils had lost an average of 1.2 months of learning in reading and 3.6 months in Maths, with pupils eligible for Free School Meals seeing even greater losses of learning. In fact, those pupils were a further 0.5 months behind in reading and 0.7 months behind in maths when compared to 1 their wealthier peers.
While there has been a degree of catching up, the fact remains that pupils from low-income backgrounds still have more ground to cover and will face greater challenges in catching up to their peers. With this in mind, we are particularly proud of the significant progress our pupils from lower socioeconomic backgrounds have made.
1.Department for Education. Understanding progress in the 2020 to 2021 academic year: findings from the summer term and summary of all previous findings. 24 February 2021. ISBN Ref: 978-1-83870-313-4
**84% 73% 54%**
had a combined were eligible for were eligible for family income of means-tested Free School less than £30,000 benefits Meals
**Attainment of pupils from low-income backgrounds**
**after 12 hours of tuition, pupils progressed by an average of:**
**sub-levels in English 2 in Maths 29%**
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## **Outcome 1 Raising Attainment in English**
Although we're a big fan of the subject, many of our kids find English to be tricky - or worse, boring! That's why we've made sure our curriculum reflects the diversity of our pupils to ensure we are engaging all of our children and their different backgrounds and learning preferences.
Our curriculum focuses mainly on improving writing skills. If a child can't utilise what they're learning to express themselves, we know how much they will struggle at secondary school, where pupils are expected to be able to write persuasively and creatively at length.
To get kids excited about English and strengthen that skill, we include different types of writing that our kids will find relatable and engaging, like SLAM poetry and fantasy writing. Across all of the different topics our curriculum covers, our pupils are given opportunities to improve and practise their handwriting, writer's voice, spelling, punctuation, and grammar - all skills that are vital for a smooth transition to secondary school.
**After 12 hours of tuition pupils increased their scores by an average of over**
**2 sub-levels in English**
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## **Celebrating Black Superheroes**
We also pay special attention to the texts we select, making sure that they reflect the same range of cultures represented in our families. It is important that our kids see themselves in the topics we cover.
However, diversity is more than just cultural representation. It's about offering pupils of different abilities the opportunity to engage in reading and writing at their level and with the support of their tutor.
This year we held a writing competition inviting our pupils to create their own Black superhero and write a poem, rap, or song about them. We asked them to describe their super powers and describe how they make a positive change in their community. We had a lot of fantastic responses, but one of our favourites was from Lemar who wrote this entry about his superhero, Pop Smith:
**This Black Superhero is brave He puts his life to the test to save Everytime he hears a crash He would care and rarely would smash Pop Smith never kills But is loving and chill He spares the lives of his enemies And changes them into Frienemies He always works alone And never gets jacked by a clone He is never evil Or even deceitful This is Pop Smith BLM**
**Pop Smith by Lemar**
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We're super proud to share that, despite all the loss of learning time, our pupils made excellent progress in English!
From the initial assessment to the final assessment, the overall average standard went from a 3E to 3A, with 38% of pupils making over a year's worth of progress in just 12 hours of tuition. Additionally, the number of pupils who were working at a Year 4 and above increased by 156%, which indicates our cohort is on track to enter secondary school with the writing skills they need to engage meaningfully in a more advanced curriculum.
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200
150
100
50
0
Year 2 Year 3 Year 4 Year 5 Year 6
Year-related writing standard
Number of pupils
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Initial Assessments
Final Assessments
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## **Kosi**
One of the pupils we want to give a big shout out to is Kosi! He was just one of our star pupils at our Lewisham programme, which targeted families living in temporary accommodation.
In his initial assessment, Kosi, who speaks Igbo at home, was writing at a Year 2 writing standard, which put him 3 years behind where he should be as a Year 5 pupil.
However, Kosi worked super hard in his lessons and made excellent progress. Towards the end of the programme, his tutor was complimenting his ability to read aloud and "express his ideas eloquently and justify his opinions."
After just 8 hours of English, **Initial Assessment Final Assessment** Kosi progressed by an amazing 6 sub-levels (that’s 2 whole years' worth of progress) to score a year-related expectation level of a 4S. He is now working very close to where he should be for his year group. Well done, Kosi!
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## **Outcome 1 Raising Attainment in Maths**
Our specially-devised Maths curriculum follows a spiral pattern so that topics are covered multiple times throughout the year with increasing difficulty. This ensures our fantastic pupils are always being challenged and expanding their knowledge, so by the time they get to secondary school they'll feel like old pros!
Despite all the challenges, our kids progressed by an average of 29%. While still impressive, you might notice that this number isn't quite as big as in previous years. This is likely due to the fact that pupils sat their initial assessments at home and the conditions were inconsistent. A number of parents admitted they did not supervise their children, which may explain why the initial
assessment rate was much higher than in previous years.
- 1.Evans, Danielle and Andy P. Field. 2020 Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education. The Royal Society. https://doi.org/10.1098/rsos.200975
- Weidmann, B., Allen, R., Bibby, D., Coe, R., James, L., Plaister, N. and Thomson, D., Covid-19 disruptions: Attainment gaps and primary school responses, Education Endowment Foundation, 2021
2.
This is super important because the transition to secondary school is often associated with a decrease in positive attitudes and an increase in anxiety towards Maths, especially 1 among pupils with lower Maths attainment.
Entering secondary school with a strong foundation in Maths is vital for long-term attainment. Unfortunately, recent research done by the Education Endowment Fund shows that, since the onset of the pandemic, pupils from low-income backgrounds have fallen behind in Maths by an additional month 2 on top of the existing gap.
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However, we aren't going to get hung up on this small hiccup. Let's be real - parents have had enough on their plate! So, to get an accurate idea of how pupils did this year, we compared the final average to previous years, since the pupils sat their final assessments under strict testing conditions and are therefore more accurate. On average, pupils scored, 56.5%, which is very similar to last year when the final average was 57.1%.
We also looked at the distribution of pupils performing at below-average, average, and above-average levels. This analysis showed that our pupils made great progress in Maths and are on track to enter secondary school at or above the national average.
## **Percentage of pupils performing at each level**
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Below average
Initial
Assessment
Average
Final
Assessment
Above average
0% 10% 20% 30% 40% 50%
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## **What about pupils who statistically face greater challenges in maths?**
Decreased funding in state education has left many schools with limited budgets to invest in individualised support for struggling pupils. This leaves the lowest-performing groups vulnerable to a cycle of low attainment.
According to the Department for Education's 2020 report on Maths attainment for Key Stage 2, Black Caribbean boys were identified as one of the most underperforming groups when compared to their peers. The effects are long-term, with Black pupils achieving the lowest rate of passing GCSEs compared to all other ethnic groups.
Our pupils from Black and Black British backgrounds absolutely blew us away this year with their progress. Their average progress was 35%, with the number of pupils achieving an above-average score increasing by 63.6%!
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50%
Percentage of 40%
Final Assessment
Black and
30%
Black British
boys 20%
performing at Initial Assessment
each level 10%
0%
Below average Average Above average
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## **Ayana**
Another of our amazing pupils is Ayana, who attended lessons at one of our Islington hubs. Ayana began her lessons in January 2020 and consistently attended through to June 2021, ending the year with 100% attendance! In that time Ayana has made considerable progress with the support of her tutor.
At the start of the academic year, she received a 35% on her initial assessment, but after 10 hours of Maths tuition, she achieved 70%, doubling her score!
It wasn't just her results that were impressive: Ayana exemplifies the TU spirit. Her tutor shared, "[H]er commitment to the sessions is inspirational. She has turned up to every session (even on Eid!) with a big smile on her face, enthusiastic and ready to learn. She is not afraid to ask questions and is always trying to push herself."
This is why Ayana was presented with our inaugural TU Aspire Award. We are so proud of her and her achievements and can't wait to see what brilliant things she continues to do.
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## **Outcome 2 Boosting Confidence & Resilience in Learning**
Academic attainment is super important, but if a child doesn't have the confidence and resilience to persevere when they don't understand something, they are at risk of not achieving their full potential at school.
With this in mind, we are really proud to see significant growth in our pupils this year. The percentage of pupils who reported they would give up when they don't understand something decreased by 29.3%.
While we think our tutors are pretty amazing, we know there's no way they can make sure our children perfectly understand every single topic and concept ahead of them at school.
This is affirmed by the feedback we received from parents. In fact, 85% of parents reported that they noticed an increase in their child's confidence in their learning since attending Tutors United lessons.
However, what we can do is support pupils in becoming confident and resilient learners, so that when they do face something they don't understand, they have the mindset to figure it out and not give up at the first hurdle or let their frustration prevent them from asking for help.
To measure non-cognitive growth, we have pupils do two matching self-assessments. Below shows the percentage of pupils who selected 'Strongly Agree' or 'Agree' to the following statements at the start of the programme (in blue) and at the end (in yellow).
**I feel confident in English.** 67.2% 76.8% **+14.1% I feel confident in Maths.** 60.6% 77.5% **+27.8%**
**When I don't understand things, I get frustrated and want to give up.** 33.9% 24% **-29.2% I enjoy class work that is challenging.** 64.7% 70.5% **+9%**
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## **Outcome 3 Engaging Parents to Support Learning at Home**
There are a lot of factors that contribute to the academic success of a child. That's why we want to bring a strong safety net around our children to ensure they don't fall through the cracks.
To do this, we engage the whole family as well as focus on increasing the confidence and resilience of our kids so, as they meet challenges, they have the support at home and the mindset to continue to succeed.
To engage parents and support their ability to engage with their child's learning, we offer parents various types of support. All our parents receive weekly lesson feedback,
which outlines what their child is learning, how they are performing against the learning objectives, and any homework that was set that week.
We also send parents progress reports after their child sits each of their assessments, so they can see how their child is getting on and in which areas they need to continue to improve.
Lastly, we offer parents termly parents evenings to review their child's progress reports and offer some activities they can do at home to tackle topics we know pupils struggle with. For many of our parents, they are unfamiliar the methods their child is learning at school, either because it's been a long time since they've been in primary school themselves or because they were educated in a different system altogether. By giving them insight into what their child is learning at school, they are better able to reinforce their learning and help them with their homework.
We ask parents/carers to complete regular surveys to share how they feel about their child's progress and their own development. At the end of the programme, these are the percentages of parents and carers who agreed:
**the programme has helped them to support their child 85% with their maths & English work**
**they are more confident in their 54% own maths and/or English skills**
**felt supported by Tutors United 92% throughout the pandemic (lockdowns and school closures)**
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## **Malachi and Cavelle**
Malachi and his mum, Cavelle, started the Family Learning Programme in February 2021.
When Malachi first joined the programme, his tutors noticed he was hesitant to make contributions during lessons. However, over the course of the programme, he became more confident and began to share his thoughts and contribute to group discussions.
It wasn't just his tutors that noticed this change. Both his teacher and mum commented on how much the programme helped build his confidence. Cavelle shared, "it has allowed him to broaden his learning ability."
As part of the Family Learning Programme, Cavelle and Malachi had a creative writing assignment that was meant to give them an opportunity to apply all the skills they
learned in their sessions. Their hard work paid off, with them winning the Best Family Project Award at our pupil graduation. However, for Cavelle, the true reward was the "opportunity to bond while working on the project together."
Malachi's success extends beyond this assignment. In fact, despite all the challenges presented by the pandemic and the resulting disruptions, Malachi was able to maintain a 97% attendance rate and make significant strides in his assessments. He progressed by one sub-level in English and by 45% in Maths.
Reflecting on the experience, Malachi said, "Now when I'm in school, I already know what I need to do for some topics because I learnt it at Tutors United."
We are so proud of you, Malachi! Excellent work.
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## **Outcome 4 Supporting and Upskilling Tutors to Build Transferable Skills**
Our tutors are vital to our work - so much so it's in our name! That's why we have a robust recruitment and support system to ensure that we not only find the absolute best tutors but also so our tutors have opportunities to develop key transferable skills to support their employment after graduation.
Increasing employment opportunities for young people is an important part of Tutors United, having been founded by a young man with the right grades but not enough experience to find work.
More and more a degree is no longer sufficient in acquiring meaningful employment. That's why we have tailored our tutoring role to best offer university students the opportunity to gain important skills that extend beyond their coursework.
All of our tutors are trained by qualified teachers in how to manage a classroom, deliver lessons at the right level, and manage difficult behaviour. This ensures they are prepared for their role and able to make the most of the opportunity to gain important skills such as:
adaptive communication stakeholder management organisation and time management leadership and presentation skills
Beyond that, we also give them additional tips and training on how to represent their tutoring experience on their CV and in job interviews with future employers. We know it isn't just about getting the experience, it's about being able to leverage and apply it to fulfil their professional aims.
**"It has been such a valuable experience that I will always hold dear to me." Zainab Tutor, 2020-21**
25
## **Why Tutoring with TU is Different... (and better)**
There are lots of things that make the TU tutoring experience unique, but here are some of the biggest differences that set us apart:
**We prioritise pastoral care for our tutors.**
We recognise that our tutors are dealing with a lot of stress. For many it is their first time away from home and for 70% it is the first time balancing paid employment with fulltime studying. That's why we make sure that they have access to mental health resources and someone to talk to if they find themselves struggling.
**We pay our tutors the London Living Wage.**
We will never dispute the benefits of volunteering. However, not everyone can afford to spend their limited free time not in employment.
## **We offer tutors professional training.**
University students shouldn't have to choose between making money and getting meaningful experiences they can use on their CV. That's why we think it's important that university students have opportunities to earn money and build transferrable skills that will make them stand out in a competitive job market.
Working with kids is fun, but also challenging. To equip our tutors with the right tools, they are trained by teaching professionals who bring a wealth of experience to our training offer.
**82 university students hired and trained as tutors**
**70% 47% tutoring was their first grew up in low-income paid employment households themselves**
**----- Start of picture text -----**
£42,186
£
earned in tutor wages
Tutor Demographics
Asian or Asian British
Black or Black British
White
Other
Mixed
Prefer not to say
**----- End of picture text -----**
0 10 20 30 40 50
26
## **Long-Term Impact Supporting Successful Transitions to Secondary School**
The purpose of our work is to improve pupils' academic attainment alongside their confidence and resilience so that they enter secondary school with the knowledge and mindset to achieve their full potential as they move beyond primary education.
Obviously, we know it's not just about attainment. That's why we're so happy to see that 85.7% of parents reported that they noticed an increase in their child's confidence in both subjects as a result of the extra tuition provided by TU.
We hold ourselves accountable to this aim by interviewing families a year after their child has graduated from our programme and has completed Year 7. This year, despite everything our pupils continued to do great things.
And if that's not enough to make us burst with pride, 91.8% of parents agreed that Tutors United helped their child transition to secondary school!
One of our brilliant mums, Jan, shared that her daughter, Derya, was "average, but Tutors United helped her become above average." As a result of her child's participation in our lessons, she noticed a 'boost' in her abilities and now can happily report that her daughter is above average in Maths and English. Great work Derya!
In fact, 81.6% of the former pupils we spoke to were meeting targets in both Maths and English with 26.5% of them actually performing above average in both subjects. Breaking that down further, 87.8% of pupils were average or above average in Maths and 79.6% were average or above average in English.
**----- Start of picture text -----**
81.6%
pupils were meeting
targets in both Maths
and English
7'
ar s!
Ye
k
r
o
w
t
a
e
r
G
**----- End of picture text -----**
**91.8% parents agreed TU helped their child transition to secondary school**
**27**
## **Looking Forward**
As you've probably noticed, we are all about challenging ourselves and continually trying to enhance the service we provide our families. Forgive us for being cheesy, but we think they are simply the best and therefore deserve the best.
Looking ahead, we don't know what to expect any more than anyone else (although if you know someone with a crystal ball, do let us know!). What we do know is that we will be here doing what we do best - trying new things, learning from our mishaps, and working harder than we thought possible to enhance the support we offer our beneficiaries. That includes our parents, but also our amazing tutors, who have shown so much resilience and have made us proud as punch.
Roll on, next year!
We doubt it will be easy (is it ever?!) but we are ready for you.
28
## **A special thank you to all of our amazing supporters.**
29
**Registered number: 8595641 Charity number: 1176968**
## **TUTORS UNITED**
**(A company limited by guarantee)**
## **UNAUDITED**
**TRUSTEES' REPORT AND FINANCIAL STATEMENTS**
**FOR THE YEAR ENDED 31 JULY 2021**
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **REFERENCE AND ADMINISTRATIVE DETAILS OF THE COMPANY, ITS TRUSTEES AND ADVISERS FOR THE YEAR ENDED 31 JULY 2021**
|**Trustees**|Matthew Corner, Chairman|
|---|---|
||Liam McLaughlin|
||Kartik Rawal (resigned 9 February 2021)|
||Neil Barry Riley|
||Annie Maciver|
||Samreen Shah (appointed 29 October 2021)|
||Laura Wilson (appointed 29 November 2021)|
|**Company registered**
**number**
8595641
**Charity registered**
**number**
1176968
**Registered office**
127 Farringdon Road
London
EC1R 3DA
**Chief Executive Officer**
Joel Davis
**Independent Examiner**
Dean Howard & Co
Chartered Certified Accountants
Unit F55
Expressway Studios
1 Dock Road
London
E16 1AH||
Page 31
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **TRUSTEES' REPORT FOR THE YEAR ENDED 31 JULY 2021**
The Trustees present their annual report together with the financial statements of the company for the year 1 August 2020 to 31 July 2021. The Annual report serves the purposes of both a Trustees' report and a directors' report under company law. The Trustees confirm that the Annual report and financial statements of the charitable company comply with the current statutory requirements, the requirements of the charitable company's governing document and the provisions of the Statement of Recommended Practice (SORP) applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS102) (effective 1 January 2019).
Since the company qualifies as small under section 382 of the Companies Act 2006, the Strategic report required of medium and large companies under the Companies Act 2006 (Strategic Report and Directors' Report) Regulations 2013 has been omitted.
## **Financial review**
## **a. Going concern**
After making appropriate enquiries, the Trustees have a reasonable expectation that the company has adequate resources to continue in operational existence for the foreseeable future. For this reason, they continue to adopt the going concern basis in preparing the financial statements. Further details regarding the adoption of the going concern basis can be found in the accounting policies.
## **b. Reserves policy**
Tutors United needs reserves to be maintained at a level that:
- Ensures our responsibilities to staff, beneficiaries and partners could be met during a period of unforeseen difficulty
- Underpins long-term commitments, expansion possibilities, and organisational development
- Provides transparency to funders and other stakeholders
- Meet the Trustees' duty to apply our financial resources towards Tutors United’s charitable objectives.
Considering each of these in turn, Tutors United:
- Has some compulsory overheads in the form of salaries, with the notice period for key staff being six-
- weeks
- Is committed to working towards growth and sustainability
- Needs sufficient reserves to provide security, reliability, and confidence in the organisation's on-going sustainability to potential partners
- Needs to meet expenditure commitments, not only to staff and stakeholders but ultimately to beneficiaries.
Following Tutors United’s requirement assessment, the board will retain at least three months reserves to cover overheads. Tutors United will take steps to maintain reserves at this level, of which at least one month’s worth of reserves should be maintained in a readily realisable form. This reserves policy will be monitored by the Board annually.
Page 32
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **TRUSTEES' REPORT (CONTINUED) FOR THE YEAR ENDED 31 JULY 2021**
## **Structure, governance and management**
## **a. Constitution**
Tutors United is registered as a charitable company limited by guarantee and was set up by a Memorandum of Association.
## **b. Methods of appointment or election of Trustees**
The management of the company is the responsibility of the Trustees who are elected and co-opted under the terms of the Memorandum of Association.
## **c. Financial risk management**
The Trustees have assessed the major risks to which the company is exposed, in particular those related to the operations and finances of the company, and are satisfied that systems and procedures are in place to mitigate exposure to the major risks.
## **Members' liability**
The Members of the company guarantee to contribute an amount not exceeding £1 to the assets of the company in the event of winding up.
## **Statement of Trustees' responsibilities**
The Trustees (who are also the directors of the company for the purposes of company law) are responsible for preparing the Trustees' report and the financial statements in accordance with applicable law and United Kingdom Accounting Standards (United Kingdom Generally Accepted Accounting Practice).
Company law requires the Trustees to prepare financial statements for each financial year. Under company law, the Trustees must not approve the financial statements unless they are satisfied that they give a true and fair view of the state of affairs of the company and of its incoming resources and application of resources, including its income and expenditure, for that period. In preparing these financial statements, the Trustees are required to:
- select suitable accounting policies and then apply them consistently;
- observe the methods and principles of the Charities SORP (FRS 102);
- make judgments and accounting estimates that are reasonable and prudent;
- state whether applicable UK Accounting Standards (FRS 102) have been followed, subject to any material departures disclosed and explained in the financial statements;
- prepare the financial statements on the going concern basis unless it is inappropriate to presume that the company will continue in business.
The Trustees are responsible for keeping adequate accounting records that are sufficient to show and explain the company's transactions and disclose with reasonable accuracy at any time the financial position of the company and enable them to ensure that the financial statements comply with the Companies Act 2006. They are also responsible for safeguarding the assets of the company and hence for taking reasonable steps for the prevention and detection of fraud and other irregularities.
Page 34
## **TUTORS UNITED**
**(A company limited by guarantee)**
**TRUSTEES' REPORT (CONTINUED) FOR THE YEAR ENDED 31 JULY 2021**
Approved by order of the members of the board of Trustees on 14 April 2022 and signed on their behalf by:
## **Joel Davis**
Page 34
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **INDEPENDENT EXAMINER'S REPORT FOR THE YEAR ENDED 31 JULY 2021**
## **Independent examiner's report to the Trustees of Tutors United ('the company')**
I report to the Charity Trustees on my examination of the accounts of the company for the year ended 31 July 2021.
## **Responsibilities and basis of report**
As the Trustees of the company (and its directors for the purposes of company law) you are responsible for the preparation of the accounts in accordance with the requirements of the Companies Act 2006 ('the 2006 Act').
Having satisfied myself that the accounts of the company are not required to be audited under Part 16 of the 2006 Act and are eligible for independent examination, I report in respect of my examination of the company's accounts carried out under section 145 of the Charities Act 2011 ('the 2011 Act'). In carrying out my examination, I have followed the Directions given by the Charity Commission under section 145(5)(b) of the 2011 Act.
## **Independent examiner's statement**
Since the company's gross income exceeded £250,000, your examiner must be a member of a body listed in section 145 of the 2011 Act. I confirm that I am qualified to undertake the examination because I am a member of Association of Chartered Certified Accountants (ACCA), which is one of the listed bodies.
I have completed my examination. I confirm that no matters have come to my attention in connection with the examination giving me cause to believe:
1. accounting records were not kept in respect of the company as required by section 386 of the 2006 Act; or
2. the accounts do not accord with those records; or
3. the accounts do not comply with the accounting requirements of section 396 of the 2006 Act other than any requirement that the accounts give a 'true and fair' view which is not a matter considered as part of an independent examination; or
4. the accounts have not been prepared in accordance with the methods and principles of the Statement of Recommended Practice for accounting and reporting by charities [applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102)].
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.
This report is made solely to the company's Trustees, as a body, in accordance with Part 4 of the Charities (Accounts and Reports) Regulations 2008. My work has been undertaken so that I might state to the company's Trustees those matters I am required to state to them in an Independent examiner's report and for no other purpose. To the fullest extent permitted by law, I do not accept or assume responsibility to anyone other than the company and the company's Trustees as a body, for my work or for this report.
Signed: Dated: 20 April 2022
Dean Dairo FCCA
Page 35
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **INDEPENDENT EXAMINER'S REPORT (CONTINUED) FOR THE YEAR ENDED 31 JULY 2021**
## **Dean Howard & Co**
Chartered Certified Accountants Unit F55 Expressway Studios 1 Dock Road London E16 1AH
Page 36
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **STATEMENT OF FINANCIAL ACTIVITIES (INCORPORATING INCOME AND EXPENDITURE ACCOUNT) FOR THE YEAR ENDED 31 JULY 2021**
|**Note**
**Income from:**
Donations and legacies
3
Investments
4
Other income
5
**Total income**
**Expenditure on:**
Raising funds
6
Charitable activities
7
**Total expenditure**
**Net movement in funds**
**Reconciliation of funds:**
Total funds brought forward
Net movement in funds
**Total funds carried forward**|**Unrestricted**
**funds**
**2021**
**£**
**101,675**
**47**
**196,809**
**298,531**
**10,097**
**224,279**
**234,376**
**64,155**
**90,777**
**64,155**
**154,932**|**Restricted**
**funds**
**2021**
**£**
**190,102**
**-**
**-**
**190,102**
**58,181**
**111,819**
**170,000**
**20,102**
**10,968**
**20,102**
**31,070**|**Total**
**funds**
**2021**
**£**
**291,777**
**47**
**196,809**
**488,633**
**68,278**
**336,098**
**404,376**
**84,257**
**101,745**
**84,257**
**186,002**|_Total_
_funds_
_2020_
_£_
_114,232_
_265_
_203,252_|
|---|---|---|---|---|
|||||_317,749_|
|||||_-_
_292,962_|
|||||_292,962_|
|||||_24,787_|
|||||_76,958_
_24,787_|
|||||_101,745_|
The Statement of financial activities includes all gains and losses recognised in the year.
The notes on pages 10 to 21 form part of these financial statements.
Page 37
## **TUTORS UNITED (A company limited by guarantee) REGISTERED NUMBER: 8595641**
## **BALANCE SHEET AS AT 31 JULY 2021**
|**Note**
**Fixed assets**
Tangible assets
12
**Current assets**
Debtors
13
Cash at bank and in hand
Creditors: amounts falling due within one
year
14
**Net current assets**
**Total assets less current liabilities**
**Net assets excluding pension asset**
**Total net assets**
**Charity funds**
Restricted funds
15
Unrestricted funds
15
**Total funds**|**36,931**
**293,133**
**330,064**
**(147,221)**|**2021**
**£**
**3,159**
**3,159**
**182,843**
**186,002**
**186,002**
**186,002**
**31,070**
**154,932**
**186,002**|_39,595_
_138,603_
_178,198_
_(77,720)_|_2020_
_£_
_1,267_|
|---|---|---|---|---|
|||||_1,267_
_100,478_|
|||||_101,745_|
|||||_101,745_|
||||||
|||||_101,745_|
|||||_10,968_
_90,777_|
||||||
|||||_101,745_|
The company was entitled to exemption from audit under section 477 of the Companies Act 2006.
The members have not required the company to obtain an audit for the year in question in accordance with section 476 of Companies Act 2006.
The Trustees acknowledge their responsibilities for complying with the requirements of the Act with respect to accounting records and preparation of financial statements.
The financial statements have been prepared in accordance with the provisions applicable to entities subject to the small companies regime.
The financial statements were approved and authorised for issue by the Trustees on 14 April 2022 and signed on their behalf by:
Page 38
# **TUTORS UNITED**
**(A company limited by guarantee) REGISTERED NUMBER: 8595641**
# **BALANCE SHEET (CONTINUED) AS AT 31 JULY 2021**
**Matthew Corner**
(Chair of Trustees)
The notes on pages 10 to 21 form part of these financial statements.
Page 39
**(A company limited by guarantee)**
## **TUTORS UNITED**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **1. General information**
The company is limited by guarantee and a registered charity in England. The address of the registered office is given in the company information page of these financial statements.
## **2. Accounting policies**
## **2.1 Basis of preparation of financial statements**
The financial statements have been prepared in accordance with the Charities SORP (FRS 102) - Accounting and Reporting by Charities: Statement of Recommended Practice applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) (effective 1 January 2015), the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) and the Companies Act 2006.
Tutors United meets the definition of a public benefit entity under FRS 102. Assets and liabilities are initially recognised at historical cost or transaction value unless otherwise stated in the relevant accounting policy.
## **2.2 Income**
All income is recognised once the company has entitlement to the income, it is probable that the income will be received and the amount of income receivable can be measured reliably.
Grants are included in the Statement of financial activities on a receivable basis. The balance of income received for specific purposes but not expended during the period is shown in the relevant funds on the Balance sheet. Where income is received in advance of entitlement of receipt, its recognition is deferred and included in creditors as deferred income. Where entitlement occurs before income is received, the income is accrued.
Income tax recoverable in relation to investment income is recognised at the time the investment income is receivable.
Other income is recognised in the period in which it is receivable and to the extent the goods have been provided or on completion of the service.
## **2.3 Expenditure**
Expenditure is recognised once there is a legal or constructive obligation to transfer economic benefit to a third party, it is probable that a transfer of economic benefits will be required in settlement and the amount of the obligation can be measured reliably. Expenditure is classified by activity. The costs of each activity are made up of the total of direct costs and shared costs, including support costs involved in undertaking each activity. Direct costs attributable to a single activity are allocated directly to that activity. Shared costs which contribute to more than one activity and support costs which are not attributable to a single activity are apportioned between those activities on a basis consistent with the use of resources. Central staff costs are allocated on the basis of time spent, and depreciation charges are allocated on the portion of the asset’s use.
Expenditure on raising funds includes all expenditure incurred by the company to raise funds for its charitable purposes and includes costs of all fundraising activities events and non-charitable trading.
Page 40
**(A company limited by guarantee)**
## **TUTORS UNITED**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **2. Accounting policies (continued)**
## **2.3 Expenditure (continued)**
Expenditure on charitable activities is incurred on directly undertaking the activities which further the company's objectives, as well as any associated support costs.
All expenditure is inclusive of irrecoverable VAT.
## **2.4 Tangible fixed assets and depreciation**
Tangible fixed assets costing £NIL or more are capitalised and recognised when future economic benefits are probable and the cost or value of the asset can be measured reliably.
Tangible fixed assets are initially recognised at cost. After recognition, under the cost model, tangible fixed assets are measured at cost less accumulated depreciation and any accumulated impairment losses. All costs incurred to bring a tangible fixed asset into its intended working condition should be included in the measurement of cost.
Depreciation is charged so as to allocate the cost of tangible fixed assets less their residual value over their estimated useful lives on a reducing balance basis.
Depreciation is provided on the following basis:
- Office equipment 25% on reducing balance
## **2.5 Debtors**
Trade and other debtors are recognised at the settlement amount after any trade discount offered. Prepayments are valued at the amount prepaid net of any trade discounts due.
## **2.6 Cash at bank and in hand**
Cash at bank and 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.
## **2.7 Liabilities and provisions**
Liabilities are recognised when there is an obligation at the Balance sheet date as a result of a past event, it is probable that a transfer of economic benefit will be required in settlement and the amount of the settlement can be estimated reliably.
Liabilities are recognised at the amount that the company anticipates it will pay to settle the debt or the amount it has received as advanced payments for the goods or services it must provide.
Provisions are measured at the best estimate of the amounts required to settle the obligation. Where the effect of the time value of money is material, the provision is based on the present value of those amounts, discounted at the pre-tax discount rate that reflects the risks specific to the liability. The unwinding of the discount is recognised in the Statement of financial activities as a finance cost.
Page 41
**(A company limited by guarantee)**
## **TUTORS UNITED**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **2. Accounting policies (continued)**
## **2.8 Pensions**
The company operates a defined contribution pension scheme and the pension charge represents the amounts payable by the company to the fund in respect of the year.
## **2.9 Fund accounting**
General funds are unrestricted funds which are available for use at the discretion of the Trustees in furtherance of the general objectives of the company and which have not been designated for other purposes.
Restricted funds are funds which are to be used in accordance with specific restrictions imposed by donors or which have been raised by the company for particular purposes. The costs of raising and administering such funds are charged against the specific fund. The aim and use of each restricted fund are set out in the notes to the financial statements.
Investment income, gains and losses are allocated to the appropriate fund.
## **3. Income from donations and legacies**
|Donations
Grants
_Total 2020_|**Unrestricted**
**funds**
**2021**
**£**
10,825
90,850
101,675
_10,772_|**Restricted**
**funds**
**2021**
**£**
-
190,102
190,102
_103,460_|**Total**
**funds**
**2021**
**£**
**10,825**
**280,952**
**291,777**
_114,232_|_Total_
_funds_
_2020_
_£_
_350_
_113,882_|
|---|---|---|---|---|
|||||_114,232_|
||||||
## **4. Investment income**
|**Unrestricted**
**funds**
**2021**
**£**
Investment income
47
_Total 2020_
_265_|**Total**
**funds**
**2021**
**£**
**47**
_265_|_Total_
_funds_
_2020_
_£_
_265_|
|---|---|---|
||||
Page 42
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **4. Investment income (continued)**
## **5. Other incoming resources**
|Other incoming resources
_Total 2020_|**Unrestricted**
**funds**
**2021**
**£**
196,809
_203,252_|**Total**
**funds**
**2021**
**£**
**196,809**
_203,252_|_Total_
_funds_
_2020_
_£_
_203,252_|
|---|---|---|---|
## **6. Expenditure on raising funds**
## **Costs of raising voluntary income**
|**Unrestricted**
**funds**
**2021**
**£**
Advertising and promotions
10,097
Wages and salaries
-
10,097|**Restricted**
**funds**
**2021**
**£**
-
58,181
58,181|**Total**
**funds**
**2021**
**£**
**10,097**
**58,181**
**68,278**|_Total_
_funds_
_2020_
_£_
_-_
_-_|
|---|---|---|---|
||||_-_|
Page 43
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **7. Analysis of expenditure on charitable activities**
## **Summary by fund type**
|Charitable activities
_Total 2020_|**Unrestricted**
**funds**
**2021**
**£**
224,279
_189,502_|**Restricted**
**funds**
**2021**
**£**
111,819
_103,460_|**Total**
**funds**
**2021**
**£**
**336,098**
_292,962_|_Total_
_funds_
_2020_
_£_
_292,962_|
|---|---|---|---|---|
||||||
## **8. Analysis of expenditure by activities**
|Charitable activities
_Total 2020_|**Support**
**costs**
**2021**
**£**
336,098
_292,962_|**Total**
**funds**
**2021**
**£**
**336,098**
_292,962_|_Total_
_funds_
_2020_
_£_
_292,962_|
|---|---|---|---|
|||||
Page 44
**(A company limited by guarantee)**
## **TUTORS UNITED**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **8. Analysis of expenditure by activities (continued)**
## **Analysis of charitable activities**
|Staff costs
Depreciation
Tutoring fees
Office costs
Telephone
Computer costs
Rent and rates
Printing, postage and stationery
Advertising and promotions
Travel and subsistence
Staff training
Staff welfare
Recruitment costs
Insurance
Consultancy
Accountancy fees
Bank charges
Sundry expenses
Web hosting
Legal and professional fees
Repairs and renewals
Storage costs
Learning materials
Hire of hall
_Total 2020_|**Activities**
**2021**
**£**
193,625
1,053
42,186
2,832
2,231
5,034
-
1,701
177
5,680
7,962
1,898
575
607
50,220
5,374
96
171
4,431
-
226
2,583
11,516
(4,080)
336,098
_292,962_|**Total**
**funds**
**2021**
**£**
**193,625**
**1,053**
**42,186**
**2,832**
**2,231**
**5,034**
**-**
**1,701**
**177**
**5,680**
**7,962**
**1,898**
**575**
**607**
**50,220**
**5,374**
**96**
**171**
**4,431**
**-**
**226**
**2,583**
**11,516**
**(4,080)**
**336,098**
_292,962_|_Total_
_funds_
_2020_
_£_
_177,680_
_422_
_29,356_
_842_
_1,892_
_15,491_
_17,901_
_928_
_7,852_
_7,083_
_4,974_
_4,385_
_743_
_681_
_561_
_3,330_
_38_
_1,716_
_1,191_
_300_
_263_
_-_
_10,685_
_4,648_|
|---|---|---|---|
||||_292,962_|
|||||
## **9. Independent examiner's remuneration**
The independent examiner's remuneration amounts to an independent examiner fee of £2,220 ( _2020_ - _£1,800_ ).
Page 45
**(A company limited by guarantee)**
## **TUTORS UNITED**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **10. Staff costs**
|Wages and salaries
Social security costs
Contribution to defined contribution pension schemes|**2021**
**£**
**224,822**
**21,366**
**5,617**
**251,805**|_2020_
_£_
_161,076_
_11,860_
_4,744_|
|---|---|---|
||||
|||_177,680_|
The average number of persons employed by the company during the year was as follows:
|**2021**|_2020_|
|---|---|
|**No.**|_No._|
|**8**|_6_|
No employee received remuneration amounting to more than £60,000 in either year.
## **11. Trustees' remuneration and expenses**
During the year, no Trustees received any remuneration or other benefits _(2020 - £NIL)_ .
During the year ended 31 July 2021, no Trustee expenses have been incurred _(2020 - £NIL)_ .
## **12. Tangible fixed assets**
|**Cost or valuation**
At 1 August 2020
Additions
At 31 July 2021|**Office**
**equipment**
**£**
**4,431**
**2,945**|
|---|---|
||**7,376**|
Page 46
## **TUTORS UNITED**
## **(A company limited by guarantee)**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **12. Tangible fixed assets (continued)**
|**Depreciation**
At 1 August 2020
Charge for the year
At 31 July 2021
**Net book value**
At 31 July 2021
_At 31 July 2020_
**13.**
**Debtors**
**Due after more than one year**
Trade debtors
Prepayments and accrued income
**Due within one year**
Other debtors
**14.**
**Creditors: Amounts falling due within one year**
Trade creditors
Other taxation and social security
Pension fund loan payable
Accruals and deferred income|**2021**
**£**
**23,107**
**13,530**||**Office**
**equipment**
**£**
**3,164**
**1,053**
**4,217**
**3,159**
_1,267_
_2020_
_£_
_39,301_
_-_|
|---|---|---|---|
|||||
|||||
|||||
|||||
||**36,637**
**294**||_39,301_
_294_|
|||||
||**36,931**||_39,595_|
||**2021**
**£**
**-**
**12,176**
**1,089**
**133,956**||_2020_
_£_
_20,741_
_-_
_953_
_56,026_|
|||||
||**147,221**||_77,720_|
Page 47
## **TUTORS UNITED**
## **(A company limited by guarantee)**
**NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **14. Creditors: Amounts falling due within one year (continued)**
|**2021**|_2020_|
|---|---|
|**£**|_£_|
Page 48
**(A company limited by guarantee)**
## **TUTORS UNITED**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **15. Statement of funds**
|**Statement of funds**||||
|---|---|---|---|
|**Statement of funds - current year**
**Balance at 1**
**August 2020**
**£**
**Unrestricted funds**
General Funds - all funds
**90,777**
**Restricted funds**
Restricted Funds - all funds
**10,968**
**Total of funds**
**101,745**|**Income**
**£**
**298,531**
**190,102**
**488,633**|**Expenditure**
**£**
**Balance at**
**31 July 2021**
**£**
**(234,376)**
**154,932**
**(170,000)**
**31,070**
**(404,376)**
**186,002**||
||||**31,070**|
||||**186,002**|
Page 59
**(A company limited by guarantee)**
## **TUTORS UNITED**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **15. Statement of funds (continued) Statement of funds - prior year**
|_Balance at_
_1 August_
_2019_
_£_
**Unrestricted funds**
General Funds - all funds
_65,990_
**Restricted funds**
Restricted Funds - all funds
_10,968_
**Total of funds**
_76,958_
**16.**
**Summary of funds**
**Summary of funds - current year**
**Balance at 1**
**August 2020**
**£**
General funds
**90,777**
Restricted funds
**10,968**
**101,745**
**Summary of funds - prior year**
_Balance at_
_1 August_
_2019_
_£_
General funds
_65,990_
Restricted funds
_10,968_
_76,958_|_Income_
_£_
_214,289_
_103,460_
_317,749_
**Income**
**£**
**298,531**
**190,102**
**488,633**
_Income_
_£_
_214,289_
_103,460_
_317,749_|_Expenditure_
_£_
_Balance at_
_31 July 2020_
_£_
_(189,502)_
_90,777_
_(103,460)_
_10,968_
_(292,962)_
_101,745_
**Expenditure**
**£**
**Balance at**
**31 July 2021**
**£**
**(234,376)**
**154,932**
**(170,000)**
**31,070**
**(404,376)**
**186,002**
_Expenditure_
_£_
_Balance at_
_31 July 2020_
_£_
_(189,502)_
_90,777_
_(103,460)_
_10,968_
_(292,962)_
_101,745_|_Balance at_
_31 July 2020_
_£_
_90,777_|
|---|---|---|---|
||||_10,968_|
||||_101,745_|
||||**186,002**|
||||_Balance at_
_31 July 2020_
_£_
_90,777_
_10,968_|
||||_101,745_|
Page 50
**(A company limited by guarantee)**
## **TUTORS UNITED**
## **NOTES TO THE FINANCIAL STATEMENTS FOR THE YEAR ENDED 31 JULY 2021**
## **17. Analysis of net assets between funds**
## **Analysis of net assets between funds - current year**
|**Unrestricted**
**funds**
**2021**
**£**
Tangible fixed assets
3,159
Debtors due after more than one year
36,638
Current assets
262,355
Creditors due within one year
(147,221)
**Total**
154,931|**Restricted**
**funds**
**2021**
**£**
-
-
31,070
-
31,070|**Total**
**funds**
**2021**
**£**
**3,159**
**36,638**
**293,425**
**(147,221)**
**186,001**|
|---|---|---|
## **Analysis of net assets between funds - prior year**
|Tangible fixed assets
Debtors due after more than one year
Current assets
Creditors due within one year
**Total**|_Unrestricted_
_funds_
_2020_
_£_
_1,267_
_39,301_
_127,929_
_(77,720)_
_90,777_|_Restricted_
_funds_
_2020_
_£_
_-_
_-_
_10,968_
_-_
_10,968_|_Total_
_funds_
_2020_
_£_
_1,267_
_39,301_
_138,897_
_(77,720)_
_101,745_|
|---|---|---|---|
## **18. Pension commitments**
The company operates a defined contributions pension scheme. The assets of the scheme are held separately from those of the company in an independently administered fund. The pension cost charge represents contributions payable by the company to the fund and amounted to £5,617 (2020 - £4,744). Contributions totalling £1,089 (2020 - £953) were payable to the fund at the balance sheet date and are included in creditors.
## **19. Related party transactions**
The company has not entered into any related party transaction during the year, nor are there any outstanding balances owing between related parties and the company at 31 July 2021.
Page 51