Company no. 08595641 Charity no. 1176968
## **Tutors United**
# **Report and Unaudited Financial Statements**
**31 July 2024**
TUTORS
Annual
Report
2023-24
## **Introduction from our CEO and Chair Amy Whitelock Gibbs and Laura Wilson**
We’re proud to report on another successful year for Tutors United, providing 800 young people with vital academic and career support to help them thrive from primary to secondary school, and from university to work.
We conducted new research to understand the impact of the cost of living crisis on our families, which underlined how community-based tutoring that combines academic support with social connection is needed now more than ever. And we underwent an extensive engagement process with our beneficiaries and partners to shape our new 2024. 28 strategy for growth
We expanded our frontline programmes to more areas of England than ever before, delivering new hybrid models within schools while innovating our core model to create new paid work experience roles and extra educational support for families.
Financially, it was a year of ups and downs - starting with a worrying drop in contract income due to the wider economic climate’s impact on our housing partners - but ending positively thanks to successful fundraising to plug gaps and sustain our programmes.
Diversifying our partnerships was a major focus - we were thrilled to secure new funding from livery companies to support existing and new tutoring hubs and cultivate exclusive career development opportunities for our tutors led by a range of major employers - all continuing into next year!
We said goodbye to three of our incredible trustees - Annie, Matt and Liam - when their terms ended after six years of dedicated commitment to TU. While we were sad to see them go, this gave us the chance to recruit four brilliant new people - Emily, Freda, Katie and Rob - who bring expertise from the charity, corporate, education and financial sectors, while strengthening equity and lived experience within the Board. We can’t wait to see what 2024-25 brings!
We’re proud to have worked with more community and corporate partners than ever before while deepening our longstanding relationships with housing associations. Huge thanks to everyone who has supported TU!
**----- Start of picture text -----**
2
**----- End of picture text -----**
**----- Start of picture text -----**
sub-
2023-24 31% 1.2 levels 66% 85%
returning pupils average progress average progress of pupils felt
from the previous in English after in Maths after more confident in
academic year 12 hours of tutoring 12 hours of tutoring Maths and/or English
Report Card
683 3,080 60 51 9
families hours of tutoring total London out-of-London
supported delivered hubs hubs hubs
65 112 £50,844 45 93% 92%
parent tutors and classroom wages paid students took up of parents/carers noticed of parents/carers agreed
sessions assistants hired, to tutors and career development an increase in their child's TU supported their child’s
delivered trained and paid classroom assistants opportunities confidence in learning transition to Year 7
**----- End of picture text -----**
**3**
## **What we do**
Founded in 2013, Tutors United is an award-winning national charity that uses **the power of tutoring to support young people’s attainment, confidence, and skills at two key transition points: from primary to secondary school, and from university to employment.**
Working primarily with housing associations, alongside local and corporate partners, we deliver communitybased tutoring programmes across London, the Midlands, and the North West to primary school children from low-income, migrant and refugee backgrounds, **providing access to vital educational support to those who need it most.**
**Specially-devised Maths and English lessons for primary school pupils**
**Hire, train and pay university students as tutors to deliver our programme**
**We hire, train, and pay inspiring university students** – most of whom also come from low-income households – as tutors, providing them with meaningful, paid work experience, underpinned by academic and professional development.
**Our work ensures primary school children can transition to secondary school literate and numerate** with a strong foundation of soft skills and ongoing family support to guarantee long-term success. **We upskill parents and carers** with functional skills to maximise both their children’s and their own education and employment opportunities.
**Bespoke training and development offer for our tutors to boost their skills and careers**
**Ongoing engagement with parents and carers to encourage learning at home**
**4**
**----- Start of picture text -----**
Where we worked
60
total hubs
Lincolnshire
Derbyshire
Liverpool
Leicestershire
Cambridgeshire
35 25
Bir mingham face-to-face hubs online hubs
Hertfordshire
Worcestershir e
Wiltshir e
London
Surrey 51 9
London hubs out-of-London hubs
**----- End of picture text -----**
**5**
**Who we served 82% household income below £35,000**
**77% families on means-tested benefits**
**69% pupils eligible for free school meals 41% speak English as an additional language 47%**
**from single-parent households**
Black or Black Bri�sh Asian or Asian Bri�sh White Mixed Other Ethnic Group Prefer Not To Say 0% 5% 10% 15% 20% 25% 30% 35% **Our communities**
**6**
## **What’s new at TU**
## **Classroom Assistants**
We piloted our brand new Classroom Assistant role to boost individual support for pupils during lessons and extend our offer of meaningful work experience to young people (16-18) and adults looking to return to work. This year we had 3 Classroom Assistants and found it so successful we plan to have 11 next year!
## **Local authorities**
We partnered with Islington, Southwark, and Wandsworth Councils, including delivering from ‘Family Hubs’ as part of their early help provision. This allowed us to embed TU in the local community and serve as a connector between families in need and the council’s wider offer of services.
## **Subject Masterclasses**
As part of our effort to build a community around learning, we piloted 4 Subject Masterclasses, which saw 35 parents, carers, and children attend Saturday sessions focused on how to support their child’s learning at home in the lead up to Year 6 SATs. Following the success of the pilot, we will be delivering 10 sessions next year.
## **Daily tutoring**
This year, we partnered with Riverside to launch our first programme that delivered daily online lessons (Mon-Fri). This allowed families to engage with our partner regardless of their other commitments or location, engaging 102 families from London to Liverpool! We are thrilled to be offering the same provision with Riverside next year.
**7**
**School-based adaptations** We trialled a new hybrid model of delivery to meet the unique needs of our school partners and their communities. Pupils attended lessons in the classroom, supported by school staff, with our tutors delivering the lesson online. This model aimed to bring together the benefits of face-to-face learning with the flexibility of delivering online.
## **Corporate partnerships**
A main focus for us this year was building new employer partnerships to enhance the career development offer for our tutors. As a result of our work, we had 45 students access opportunities with 6 employer partners, including a site visit hosted by Amazon Web Services and bespoke career sessions led by tech, financial and sustainability firms.
## **Key reflections**
As we continue to grow and evolve, we prioritise maintaining open and collaborative relationships with our partners and beneficiaries to reflect on our learnings, adapt, and shape our work moving forward.
Stronger partnerships with schools have been a big priority. This year, we worked directly with 12 schools, who promoted the programme to their pupils, hosted lesson delivery onsite, or enabled pupils to join online lessons from school. This worked well for pupils but could also be a challenge for schools, as they needed to provide tech and school staff– so we have learned to set expectations more clearly at the start to plan together what support is needed onsite.
In developing new programme elements, we’ve received excellent feedback from participants. An unanticipated highlight was TU pupils coming along with their parents to the Subject Masterclasses and starting the learning at home process during the session. In response, we’ll be looking at ways to directly engage attending children in the planned activities. Additionally, following some scheduling challenges, we’ll be trialling next year’s sessions online and on different days to maximise engagement.
We are also keen to deepen employer partnerships in response to tutor feedback about what they most value - such as work placements and mentoring opportunities.
**8**
## **Riverside and East London graduation**
We are thrilled to have delivered our first ever daily tuition through the 2023-24 One Housing and Riverside programme, supporting 136 pupils and their families, while providing paid work experience and training to 23 tutors.
We ended the academic year by bringing together our incredible East London pupil cohort, their supportive families, and our exceptional tutors at our East London graduation, hosted by Rich Mix Cinema and headlined by Riverside, in partnership with Notting Hill Genesis, Equans, Poplar HARCA and Clarion Futures.
Online, we ran hubs from Monday to Friday, giving families the flexibility to access tuition on whichever day worked best for them. Alongside this, we ran our first online hub specifically targeting families in North London, expanding the reach of our support. This approach to programme delivery saw high levels of engagement from the families across the year and fantastic outcomes.
Pupils were presented with a Certificate of Completion, and five outstanding pupils and one tutor received awards, including Best Progress, the Aspire award, and the One Housing/Riverside Pupil of the Year. The event was punctuated with beautiful speeches from our valiant valedictorians and films featuring pupils, tutors, and families, which helped to capture the journey they had been on with Tutors United across the academic year.
We delivered 636 hours of tuition to One Housing/Riverside pupils and by the end of the programme, pupils progressed by an average of 1.5 sublevels in English and 80% in Maths after just 12 hours of tutoring in each subject. 75% of pupils felt more confident in Maths and/or English and 100% of parents noticed an increase in their child’s confidence in . learning
With 100% of parents agreeing that the graduation celebrated their child’s achievements and the event receiving a 4.9/5 star rating, we are proud to say the graduation was a huge success!
**----- Start of picture text -----**
9
**----- End of picture text -----**
## **Pupil spotlight**
## **Sarrinah**
Sarrinah is one of our longest-standing Poplar HARCA pupils and has been with us at the Gayton House hub since September 2021 when she joined in Year 4. Over the past three years, Sarrinah has flourished, and at this year’s East London Graduation she took home the TU Best Progress Award for her incredible academic achievements.
When Sarrinah started the programme this year, her initial score in Maths was 45%, placing her in the below average category for her new Year 6 class. After just 14 hours of Maths tuition, Sarrinah improved this initial score by 67%, achieving 75% in her final assessment and placing her in the Above Average category! And if that wasn’t enough, Sarrinah improved her initial English score by an incredible 5 sub-levels, finishing the programme with a Year-Related Expectation of a 4E – this is equivalent to almost two years of progress after just 14 hours!
**My tutor was very kind, helpful and friendly. She made the hardest things easy with her explanation. I really enjoyed learning with her. She was a super star.** Sarrinah **TU has helped my daughter with everything. I saw a big difference in her communication skills and she seemed more confident in herself. She had a huge improvement in her core subjects; her SATS results were amazing.** Koly Sarrinah’s Mum
**10**
## **Growing our work outside of London**
Following the successful pilot of our first online programme in partnership with Clarion in 2020, we have since expanded significantly to reach communities in the Midlands, North West, and South Coast - with no end in sight!
This year we worked alongside Platform Housing, PA Housing, Rosebery, Riverside and Clarion to reach 110 families across Birmingham, Liverpool, - Leicester, Hertfordshire, and Peterborough making it our largest year yet for delivery outside London!
While online delivery gave us the initial opportunity to rapidly expand our geographical reach and continues to prove impactful, we have been exploring ways to introduce the benefits of face-to-face delivery by trialling a hybrid model.
Thanks to Clarion’s continued support, this year, we were able to build partnerships with local primary schools in Wisbech and Borehamwood, utilising their classrooms to host communal sessions and their expertise to identify pupils who would benefit from the programme. Children could access lessons conveniently in a classroom under the supervision of a teacher, while our tutors delivered the TU curriculum online.
Learning the lessons from these pilots, we are keen to grow our physical presence in areas where there is substantial demand and
preference for face-to-face delivery. With this in mind we will be launching our first ever face-toface hub outside London, with South Liverpool Homes, next year!
**11**
## **Pupil spotlight Esmée**
Esmée is a Year 5 pupil from Oxfordshire whose mother signed her up in January this year shortly after the programme with Platform Housing had begun. Esmée has achieved an amazing 100% attendance across this programme, which has no doubt contributed to her success.
Esmée began her journey with us by scoring a Secure Year 2-Related Standard in English. By the end of the programme she progressed by an amazing 1 whole Year-Related Standard, performing at a Secure Year 3 Standard. That’s a jump of 3 sublevels, 1 more than the national average progress expected per pupil within a school academic year. **Esmée was very engaged with the lesson – offering to read aloud, contributing ideas and thoughts, and being curious about word definitions to broaden her vocabulary. Very impressed!** An extract from Esmée’s weekly feedback from her tutor
Esmée also made amazing progress in Maths. In her Initial Maths Assessment, Esmée scored a Below Average score and then progressed by 64% to achieve a very high Average score which was only 3 percentage points away from Esmée achieving an . Above Average score in Maths
Her mother, Julie, has said, “the biggest impact TU has had for Esmée is in her confidence, both in her ability but also to ask questions. Her school teachers have remarked a number of times how she is keen to contribute and share her ideas.”
Julie added “Thank you, this has been a fantastic opportunity that we would not have otherwise been able to access for Esmée.”
Finally, let’s hear from Esmée who has said that, “The lessons were made fun because the tutor used fun games to teach us and she was friendly and whenever I asked a question she was helpful and knew the answer straight away.”
**12**
## **Innovation with MTVH**
One of the many benefits of long-term partnerships like the one we have with MTVH is it allows for collaborative innovation to meet new demands and enhance our existing offer. After consulting with MTVH community teams, we developed ways to increase our reach by engaging with new beneficiaries - primarily young people not yet in university, and adults currently not in education, employment, or training (NEET) - alongside increasing the support we offer parents and carers through our Subject Masterclasses.
**Classroom Assistant Subject Classroom Assistant roles for Masterclasses roles for 16-18 year olds adults/parents/carers**
This year, we had 3 Classroom Assistants, who were also MTVH residents. One was a young person studying for their A-levels, one a parent of a current pupil and one an adult resident who was NEET. The latter has now secured a part-time job and will be continuing as a Classroom Assistant next year! We also saw positive impacts on pupil progress and on tutor development.
**3**
MTVH residents hired, trained and paid as Classroom Assistants
**95%**
of parents/carers would recommend the Subject Masterclasses **92** hours of additional classroom support
**1.5**
**sublevels**
average progress in English after 12 hours of tutoring with a Classroom Assistant
**52%**
average progress in Maths after 12 hours of tutoring with a Classroom Assistant
**35** parent/carer/child attendees at Subject Masterclasses
**13**
Classroom Assistants receive training, London Living Wage, support from the TU team and their hub tutor, a DBS check, flexible work experience, and an employment reference from TU.
Our evaluation shows Classroom Assistants are highly effective both for pupils getting more one-to-one support and for tutors developing their leadership skills and having assistance in managing special educational needs and/or behaviour during lessons. Reflecting on their development, the tutor at our Chalkhill hub, Tajinder, shared:
“Regarding my growth, I'd say supervising someone has made me more comfortable with delegating work and has improved my leadership skills, as it lets me give the students work alongside finding a way to put Shaista's skills to use."
Further speaking to the positive impact of Classroom Assistants, Chalkhill pupils progressed by 3.8 sub-levels in English (+1.8 sub levels more than the national expected average) and by 113% in Maths!
Building on this successful pilot, we’re excited to be rolling out classroom assistants with five partners in 2024-25 – with Clarion, Peabody, Poplar HARCA, South Liverpool Homes and again with MTVH – employing 11 young people in total. A wonderful outcome is that two of the MTVH classroom assistants recruited for next year are former TU pupils, showing the lasting legacy of our work within communities.
Another new feature we piloted this year was Subject Masterclasses, which ran on Saturday mornings and invited parents/carers of Year 6 pupils . to learn how to support their child’s learning at home in the lead up to SATs 100% of participants reported that they would recommend the sessions, but we found it could be challenging to engage parents/carers on the weekend given childcare restraints. While this had the unexpected benefit of having children attend and take part in the activities, we’ve decided to trial different delivery methods and formats next year as we increase the number of sessions we run from 4 to 10!
## **2024-25 (Planned)**
**----- Start of picture text -----**
2023-24
**----- End of picture text -----**
**----- Start of picture text -----**
4 10
Subject Subject
Masterclasses Masterclasses
3 11
Classroom Classroom
Assistants Assistants
**----- End of picture text -----**
**14**
# **I really enjoyed how well everything was explained during the class.**
Roma
MTVH parent on Subject Masterclass
**15**
## **Building literacy and numeracy**
The importance of numeracy and literacy extends far beyond the classroom. Yet, all too often, children, particularly those from low-income families, continue to fall behind.
Currently, children from statistically disadvantaged backgrounds are 20% less likely to achieve expected standards in reading, writing, and Maths by the time they complete primary school – with pupils from lowincome families on average 10.3 months behind their wealthier peers, rising to 18.8 months by the time they sit their GCSEs.
Despite the deepening educational inequalities post-pandemic and in the cost-of-living crisis, our pupils continued to improve their academic attainment and confidence in both English and Maths.
## **Our curriculum**
Our curriculum has been specially-devised in consultation with trained teachers to build foundational skills, cover key subjects, and boost confidence, while reinforcing the National Curriculum to put our pupils in the best possible position before transitioning to secondary school.
In Maths, the curriculum covers a range of topics that mirror what they are doing in school, particularly in the run up to Key Stage 2 SATs – from tricky fractions to prickly percentages. Following a spiral pattern, topics are covered multiple times with increasing difficult to encourage retention and reinforce their comprehension.
In English, our curriculum asks pupils to look at a range of different text types and explore different styles of writing, all while keeping a solid focus on vital spelling, punctuation, and grammar skills (SPAG). While the National Curriculum at Key Stage 2 focuses on building basic techniques to develop writing skills, the assumption at Key Stage 3 is that pupils have mastered those skills and can confidently and competently write at length to demonstrate subject mastery in multiple subject areas. This is why our curriculum focuses on engaging pupils’ creativity and imagination to apply – a their SPAG skills in longform writing to build confidence and proficiency with writing at length key skill they will need to succeed at secondary school. Here are just a few of the topics we cover:
**Reports and journalistic writing**
**Slam poetry**
**Poetic imagery**
**Quest fiction**
**16**
## **Maths progress**
To track their progress across the year, pupils sit an assessment before their first lesson (Initial Assessment) and one at the end of the programme (Final Assessment). For Maths, the assessments are structurally identical, but the numbers are altered to measure and evaluate their progress.
Our aim is to ensure pupils leave primary school working at or exceeding the expected standard for their age. By the end of the programme, an amazing 73% of Year 6s were meeting this target, compared to just 54% at the start of the programme, meaning our pupils are heading into Year 7 with the skills and confidence they need to excel.
Across our cohort both Year 5s and Year 6s finished the year working at the expected standard for their age (59% and 64% respectively), while our Year 4s, who are learning a Year 5 curriculum, finished on 49% – just one percentage point off the expected Year 5 level. We think that’s a fantastic achievement!
**46% 59%** Average Initial Score Average Final Score (Year 4, 5 and 6) (Year 4, 5 and 6)
Average Final Score (Year 4, 5 and 6)
**54%**
**73%**
Year 6 pupils working at or above expected standard in Maths in Initial Assessments
Year 6 pupils working at or above expected standard in Maths in Final Assessments
**71%**
**66%**
**----- Start of picture text -----**
Year 5 and Year 6 pupils
finished at or above
expected standards
**----- End of picture text -----**
Average Individual Progress (Year 4, 5 and 6)
**17**
**----- Start of picture text -----**
Maths grades
explained
**----- End of picture text -----**
**----- Start of picture text -----**
Pupils performing Average percentage attained in Maths grades
at each level in Maths Maths assessments by year group explained
100% 100%
Year 5-Level Year 6-Level Year-Related Assessment
Above Assessment Assessment
Expectation Percentage
Average
Above
Average
80%
80% Above
75-100%
Average
Average
60%
60%
Year 5 Average Year 6 Average
Average 50-74%
Average
40%
40%
Below
20%
Average
Below
20% Below 0-49%
Average
Average
38% 49% 48% 59% 50% 64%
0%
Year 4* Year 5 Year 6
Initial Assessment Final Assessment
0%
Ini�al Assessment Final Assessment
**----- End of picture text -----**
**----- Start of picture text -----**
*Year 4 pupils complete the Year 5-level assessment, and are
therefore not expected to be meeting the Year 5 Average yet.
**----- End of picture text -----**
**18**
## **Pupil spotlight Andrew**
Andrew joined the programme at the start of the academic year at the PA East Midlands hub. He has shown incredible dedication through his commitment to his lessons, achieving 80% attendance while on the programme. Andrew has made tremendous improvement in Maths starting at a Below Average grade in the Initial assessment to working at an Average grade by the end of the programme, making a whopping 175% progress!
Andrew’s tutor, Ziad, has consistently highlighted in the weekly lesson feedback that Andrew challenges himself and does not shy away from asking questions and contributing his ideas to the class. Ziad has praised Andrew’s work ethic and writes:
“Andrew was an absolute pleasure to teach! His enthusiasm and energy was contagious and made every lesson - even the seemingly tedious ones - fun for the other students and for me equally. It was nice seeing his confidence in Maths grow throughout the year.”
When asked what Andrew enjoyed about TU lessons, he responded: “They were fun, I learnt a lot and it helped me with my confidence in myself. The tutors were great as well, they were kind and lessons were good.”
Andrew’s parent also highlighted the positive impact that TU has had on Andrew, saying that, “Andrew always left the sessions feeling good about the work he had done. His confidence has flourished and he now has more of a 'I can' attitude instead of bringing himself down when he has struggled in the past.”
Andrew’s parent also noted that TU’s support has, “helped Andrew to fly through his SATs and has left him feeling ready for the work expected of him come Year 7.”
Tutors United is proud of Andrew’s development and looks forward to his continued success and transition into secondary school.
**19**
## **English progress**
Our English lessons focus on writing – at length and in different forms – where we know children get less support at primary school, yet face the greatest jump upon starting secondary school. Pupils are given a writing prompt and our assessments follow a mark scheme that aligns with the National Curriculum. Pupils are assessed on features of text type, handwriting, spelling, grammar, punctuation, and writer’s voice, and are accordingly given a YearRelated Standard of Year 2, 3, 4, 5 or 6. Within that Year-Related Standard, pupils are given a sub-level to define whether they are emerging (E), secure (S), or advanced (A).
The national average for progress in English is 2 sub-levels per academic year. 43% of pupils made this same amount of progress after just 12 hours of tuition, with 31% pupils making 3 sub-levels (1 whole year level) of progress in this same time period. We think that’s an incredible achievement!
Our fantastic English as an Additional Language (EAL) pupils also made amazing progress, improving by 1.3 sub-levels across the 2023-24 programme.
**3E** Average Initial Grade (Year 4, 5 and 6)
**3S** Average Final Grade (Year 4, 5 and 6)
**33%** pupils working at a Year 4 Expected Standard or above in Final Assessments
**21% 33%** pupils working at a pupils working at a Year 4 Expected Standard or above in Initial Assessments **43% 1.2** pupils made 2 or more sub-levels sub-levels of progress of progress
**20**
|0.00
1.00
2.00
3.00
4.00
Year 2 or Below
Year 3
Year 4
Year 5
Year 6
0%
10%
20%
30%
40%
50%
Initial Assessment
Final Assessment
**Pupil attainment**
**by Year-Related Standards**|**Pupil attainment**
**by Year-Related Standards**|Overall
Year 4
Year 5
Year 6
Initial Assessment
Final Assessment
**Average grade in English in**
**Initial and Final Assessments**
**by pupil year group**
**3E**
**3S**
**2A**
**3E**
**3S**
**3E**
**3S**
**3A**|**English grades**
**explained**|**English grades**
**explained**|
|---|---|---|---|---|
||||**Year-Related**
**Standard**|**English**
**Sub-Level**|
||||**Year 6**|Advanced|
|||||Secure|
|||||Emerging|
||||**Year 5**|Advanced|
|||||Secure|
|||||Emerging|
||||**Year 4**|Advanced|
|||||Secure|
|||||Emerging|
||||**Year 3**|Advanced|
|||||Secure|
|||||Emerging|
||||**Year 2**|Advanced|
|||||Secure|
|||||Emerging|
||||||
**21**
## **Building a legacy of learning**
It would be impossible to teach our pupils everything they will ever need to know, but what we can do is instil key skills to ensure that they are confident and resilient learners. This is especially important for pupils making the transition to secondary school, which brings with it new social dynamics, different class formats, and unfamiliar curriculum topics.
Our curriculum gives pupils opportunities to explore exciting new topics and challenges, and through targeted group work, tutor-led exercises, and independent assignments, pupils are aided to understand how to approach
so problems using different methods and identify gaps in their knowledge, they can confidently ask for help instead of feeling frustrated.
We also aim to enable parents and carers to more confidently support their children effectively – bridging the gap between school and home. Our termly Progress Evenings give parents an insight into what is being taught, context to their child's assessment scores, and provides them with resources, tips, and games to help them support their children at home.
**Building confidence at Tutors United**
**Following their first year at secondary school...**
**----- Start of picture text -----**
73% 76% 93%
of pupils of pupils of parents/carers
felt more felt more noticed an increase
confident confident in child's confidence
in Maths in English in learning
**----- End of picture text -----**
**89% 85% 92%** former parents former parents parents/carers agreed reported their child reported their child that TU supported was meeting targets was meeting targets child’s transition to in Maths in English secondary school
**22**
## **Developing tutor employability**
We are committed to equipping our tutors with the skills and experiences they need to thrive in the job market. Recent research from QS on “What Do Employers Want from Today’s Graduates?” highlights communication, adaptability, willingness to learn, and problem-solving as four top skills where employers perceive a mismatch between their requirements and actual graduate skills. Our tutoring model addresses this gap by providing our tutors with practical opportunities to enhance these vital skills.
Through their work at TU, our tutors sharpen their communication skills by delivering lessons, providing feedback live in class and afterwards in writing to parents/carers, and tailoring their approach to suit the needs of diverse pupils. They also develop adaptability by working in different learning environments and responding to the varied needs of pupils and families. Problem-solving becomes second nature as they design creative solutions to help pupils overcome challenges and handle issues that can arise in lessons or with partners on the ground. Finally, a willingness to learn is embedded in our culture, as tutors are encouraged to reflect on their practice through our observations, training and feedback processes.
As well as gaining skills through their experiences in the classroom, we aim to aid tutors’ employability through our tutor training sessions, by connecting them with our employer partners and providing paid internships to broaden their career experience.
**----- Start of picture text -----**
94%
Working with TU
has improved my
communication skills
**----- End of picture text -----**
**----- Start of picture text -----**
90%
Working with TU
has improved
my adaptability
**----- End of picture text -----**
**----- Start of picture text -----**
77% 77%
Working with TU Working with TU
has improved my has improved my
problem solving skills willingness to learn
**----- End of picture text -----**
**23**
## **Tutor training**
Our training programme is designed to provide tutors with a strong foundation and ongoing development opportunities throughout the year. We deliver four training sessions across the academic year. The main training in September, conducted before tutors are onboarded, focuses on pedagogy and essential teaching skills. This session ensures that tutors are well-prepared to deliver high-quality lessons from the start.
In addition to the September training, we hold three Training and Development events during the academic year in November, January, and April. These sessions are centred around personal and professional development.
We take a collaborative approach to our training by consulting with our tutors on the modules they would like included in our training sessions. This co-design ensures that the training is both relevant and empowering, allowing tutors to have a voice in shaping their professional development. By involving tutors in this process, we not only enhance the quality of the training but also instil a sense of ownership and confidence in their learning journey.
**----- Start of picture text -----**
Safeguarding
Behaviour
Management
Differentiation
and Assessment
for Learning
**----- End of picture text -----**
**CV and Interview Skills workshop, delivered by Interview Skills Clinic AI in Class, at University, and in Employment, delivered by AI expert**
**Money Management for Students, delivered by The Money Charity**
## **Princess Royal Training Awards**
During the 2023-24 academic year, we underwent a rigorous, evidence-based application process for the Princess Royal Training Award to demonstrate how our investment in training has positively impacted on both our tutors and organisational performance.
We are proud that we were subsequently awarded the prestigious Princess Royal Training Award. This recognition highlights the efficacy of our training and its impact in driving positive outcomes for our tutors.
**24**
**The training sessions aim to develop us tutors not only professionally, but also personally and academically. I remember in our training sessions we had a discussion on how we can utilise AI to help us with our university studies and job searches, which was incredibly useful. Not a lot of workplaces focus on the holistic development of their tutors, so it was nice seeing TU do that.**
Ziad
Tutor
**25**
## **Tutor employer partnerships**
## **Amazon Web Services**
**Hosted 30 TU tutors on a site visit at Amazon HQ in London, including an insight into their culture of innovation, careers in tech, and advice on how to apply and interview for a role at AWS.**
## **Quintessentially Foundation**
**Provided paid, exclusive summer internships to two TU tutors, working on their charity support programme The Firefly Project.**
**Kori Youth Charity Hosted 4 TU tutors at their technology and engineering industry ‘Blooming Minds lab’ workshop to teach technical and professional skills and support them in their career pathway.**
**Sustainable Trading Members of this network held an exclusive online event for 11 tutors on careers within finance and pathways into the industry.**
## **Equinix**
**Ran an exclusive virtual event for 11 TU tutors on ‘Where is the Internet & how to start thinking about a career’, and developing a mentoring scheme with us for next year!**
## **Graduate Coach**
**Offered their online courses to TU tutors for a discounted price (covered by TU) and provided a free copy of their book on employment advice.**
**26**
## **Employer partner spotlight**
We were thrilled to work with leading cloud technology company Amazon Web Services to develop our first corporate partnership that combines employability support for our tutors with funding for our programmes.
We started off with a brilliant site visit to AWS HQ in for 30 current and former tutors, to learn all about the company, their culture and values, careers in teach, and how to succeed in graduate recruitment.
We then worked with the AWS team to scope how we can draw on their social value funding from public sector contracts to support our frontline programmes. AWS have many partners in common with TU - like housing associations and local authorities - and share our passion for to giving academic and career support to young people who need it. So we’re delighted they are matchfunding our Clarion National Programme to deliver 15 hubs across England in 2024-25!
**"I loved learning more about AWS and having the chance to network, as well as being given tips for interviews and job applications."**
Tutor who attended AWS site visit
**27**
## **Tutor internships**
This year, we provided exclusive internships to three TU tutors and a recent graduate to help fill operational and capacity needs and to give them an opportunity to broaden their work experience, refine their career goals, and gain key professional and transferrable skills. All internships were paid at the London Living Wage rate.
I think the most rewarding thing about my internship is that I got to work closer with the TU team and understand what goes on outside the lessons to make them run smoothly. I learnt to work under time pressures efficiently and work with a team.
These are very great soft skills to gain and they are important to me given that I want to be a doctor.
The best thing about my internship at TU was the opportunity to challenge myself in new settings and see what I was capable of. It allowed me to develop a wide range of skills, from interacting with children to professionally to handling conversations with parents, like scheduling them for the graduation event. These experiences helped me build confidence and taught me how to approach such tasks with professionalism.
While my prospective career in engineering is dissimilar to the internship, the organisational skills, attention to detail, and ability to work effectively under time constraints apply to my industry and many others nonetheless.
I am very grateful for the opportunity as I know these skills and experiences will serve me well as I advance in my career.
Ziad Operations Assistant
Tajinder Events Assistant
Tarun Programmes Assistant
**28**
**The team was incredibly welcoming and helpful. Transitioning from university, I initially felt a bit lost, but TU provided me with the opportunity to explore and develop new skill sets. This helped me discover what I truly enjoy. The team was more than willing to guide me and involve me in their daily tasks, which greatly boosted my confidence in my abilities. Thank you, TU!**
## Tess
## Programme Intern for 3 months
_Secured a full-time programme role in another youth charity after working with TU_
**29**
**Long-term tutor impact** Our focus on developing employability aims for long-term impact by equipping tutors with the tools to build fulfilling and successful careers. Data from our tutor cohort and our alumni highlights the benefits of working with TU on careers and personal growth.
Many tutors express immense pride in their work, emphasizing the value of being positive role models for their pupils. This sense of purpose enhances their confidence, employability and leaves a lasting impact on their communities.
**----- Start of picture text -----**
Did you manage to find meaningful
employment within 6 months of
graduating from university?
**----- End of picture text -----**
**Do you feel that your experience and training at TU has helped contribute to you finding employment?**
**Did the training at Tutors United help develop any employment skills?**
**----- Start of picture text -----**
No
23.1%
Yes
76.9%
**----- End of picture text -----**
**----- Start of picture text -----**
Strongly disagree
No
6%
16.7%
Strongly agree
Neutral 31.3%
11.9%
Yes
Agree
83.3%
46.3%
**----- End of picture text -----**
**30**
## **Tutor spotlight**
## **Hetal**
Hetal joined TU as a tutor as part of the 2022-23 cohort, and was promoted to the Tutor Leader position the following academic year. **Hetal has since graduated from university, and TU, moving into work as a Graduate Analyst at HSBC.**
**I joined Tutors United initially to continue tutoring kids and helping them go above and beyond. Not only has TU provided me with opportunities to improve my soft skills, I have really seen my confidence change as I have now graduated and am working in a graduate scheme. I strongly believe that with Tutors United’s support, I can better manage my time, and take on leadership and challenging responsibilities!**
**----- Start of picture text -----**
31
**----- End of picture text -----**
## **How the cost of living crisis is affecting TU families**
We conducted new research in December 2023 to understand the impact of the cost of living crisis on our families to better understand how we can directly and indirectly support. With 108 participants responding, we found the extra financial pressures are leading to less education and greater isolation for children.
We already knew many of our families are struggling to cover the cost of food and energy bills, which hugely impacts their wellbeing and access to basic needs. Our research highlighted that in addition to this strain, parents and carers are being forced to cut back on social activities with family and friends as well as after-school activities and academic support for their children.
This compounds the deepening inequalities children from low income backgrounds face, particularly since the pandemic - meaning that community-based tutoring is more vital than ever to boost attainment and offer children positive social interactions.
## **100%**
have been affected by the increased cost of living
**82%**
want more academic support in their community
**70%**
limiting how often they meet up with family and friends
## **93%**
decreased how much spent they on academic support
**74%**
cutting back on family days out
**32**
## **Call to Action**
While there is a general acknowledgement of the urgent pressure the cost of living crisis is having on access to basic needs, it is important not to forget all the other ways families are being affected – all of which have huge implications on future attainment, social mobility, and overall wellbeing. This year we’ve collaborated with similarly-minded organisations such as the Fair Education Alliance to advocate for the following:
**I am totally speechless. There is no money for food to live and to lead a decent life. I fear for families like mine in this time.** TU parent / carer
## **Community-based tutoring**
Our research underlines that community-based tutoring which provides academic support for children, plus social connection for families, is needed now more than ever.
## **Local partnerships**
Tutors United commits to working with our partners to expand and evolve our provision to meet families’ needs in the cost of living crisis.
## **National investment**
We call on the Government to commit national long-term investment in local communitybased tuition, so every child can succeed.
**3316**
## **2024-28 strategy development**
**A big priority this year was to develop our new 2024-28 strategy for growth. We drew on the rich knowledge and experience of our team, trustees, families, tutors, and partners across a range of sectors. Over 18 months, we reflected internally, analysed our quantitative data, and conducted qualitative workshops, focus groups and interviews engaging 130 people from across these audiences.**
Standout, consistent themes from internal and external stakeholders were:
We have a **highly-valued, relationship-based, impactful core delivery model** that we need to consolidate and preserve as we grow, by sequencing and scaling sustainably.
There is **clear need and scope for growth** - both more depth within existing areas such as London, and breadth into newer areas such as the Midlands and Liverpool.
We need to build a **stronger career development offer** for tutors, combining in-house TU opportunities with a range of corporate and employer partnerships.
We should **boost our core offer for young people** , to support the secondary school transition and combat holiday ‘learning loss’, and to offer more work opportunities.
We must **strengthen our systems and funding model** , to maximise our ‘ingredients’ for growth, combat the ‘blockers’ for growth and ensure our small team can thrive.
**----- Start of picture text -----**
34
**----- End of picture text -----**
**2**
## **Our growth ambition and approach**
**Our strategy development insights led us to develop a four-year plan for growth combining modest but ambitious reach goals by year four, with a focus on consolidation to bolster our foundations in year one.**
## **Strategic objectives (2024-28)**
Grow to reach more young people than ever before, **1** deepening our work in London and broadening into targeted core areas
Sustain the quality and impact of our programmes as we grow
Diversify our funding and partnerships to drive sustainable multi-year delivery and boost the tutor career development offer
**3**
Evolve our core model to maximise the transition from Year 6 to 7 and from education to employment
**4**
Strengthen TU to be a more inclusive and efficient organisation, where all staff can thrive and wellbeing is prized
## **Year one priorities (2024-25)**
Liverpool strategy, relationship building and pilot hubs
English progress review to improve assessment of pupils and communication of impact
Systems improvements and automation plus website revamp to support scale-up and parent/carer engagement
Pricing model review and new income strategy to ensure we grow in a financially profitable and operationally sustainable way
Corporate partnerships strategy and relationship building
Embed innovation into core model e.g. Classroom Assistants and year 6 transition pilot
Team skills-mapping and resourcing review
**5**
**35**
## **2028 goals**
**Reach 1,000 primary school children with our tuition programmes**
**Annual impact goals**
**Engage with 1,000 parents and carers to support their child’s learning at home**
**80% of pupils make progress in English and/or Maths**
**Deliver a third of Hire, train and pay hubs outside London, 160 young people focused on Liverpool as tutors and and the Midlands classroom assistants**
**75% of pupils, parents and 90% of tutors carers report increased report increased confidence in learning employability skills**
**36**
## **Equity at Tutors United**
**Founded by a young Black man living in social housing, we continue to strive for a team and Board that reflects the communities we serve.**
Through inclusive recruitment practices, we have further strengthened equity and lived experience among our staff and trustees in 2023-24. Led by a queer CEO, we are proud to have people from a range of backgrounds and identities at all levels of TU.
**Wellbeing is a major focus for our Board and our Senior Management Team, and we are pleased that we can support a highly effective team where almost half have a disability or health condition.**
But we know we need to do more to improve inclusive representation and practice. This will be a priority for 2024-25, focused on anti-racism, LGBTQ+ rights and neurodiversity.
**Our team**
**36% Asian, Black or Mixed ethnicity 18% LGBTQ+**
**27% household income below £35k as a child 46% first generation in their family to go to university 27% parent or carer**
**Our trustees 33% Asian, Black or Mixed ethnicity 33% LGBTQ+ 33% household income below £35k as a child 33% first generation in their family to go to university**
**50% parent or carer**
**37**
## **Financial review**
We entered the year facing an uncertain financial picture, with only a small surplus from 2022-23 coupled with a number of longstanding and loyal partners having to reduce or pause their investment in our programmes, due to the challenging economic climate and its impact on the housing market. In August 2023, we had forecast a deficit due to reduced contract income.
The CEO and Board took difficult decisions to reduce core expenditure, including on staffing, to ensure TU could sustain our delivery. The second half of the year was far more positive, thanks to effective fundraising by our small team to plug gaps in contract income, which led to new grants from local funders, trusts and foundations, corporates, and livery companies.
**Total income: £661,490**
**Total expenditure: £525,102**
**----- Start of picture text -----**
Unrestricted grants and dona�ons
Support and governance
14.1%
22%
Contracts for services
44.5%
Raising funds Charitable ac�vi�es
60%
18%
Restricted grants
41.1%
**----- End of picture text -----**
**Reserves position** Our reserves policy requires TU to hold between three and five months of operating costs to cover overheads, which equates to £146k to £245k for 2024-25 planned expenditure. So our free reserves position of £266k at 31 July 2024 meets our reserves policy, taking into account designated funds of £20k that trustees have ring-fenced for specific purposes.
**38**
Our partners in 2023-24
02dominion
aws
CHURCHILL
GARDENS
CITY
THE
CONSIDERED
LI.NIVlkSlTI' or
F.DII.IRD CADBURY
(ENTEROF[ELL[h([ C
L'LJlKior
I'TI'IiV.¥
DKArrRg' CFIAIIITAULI FIJND
FIGHT
CEQUANS
GraduateCo8ch
ISLINGTON
EQUINIX
For a more equal tutur•
KOKI
YOVTHCIIAAirY
THE
LEATMER5tLLeR3'
FOUNDATION
MTVH
COMMUNITY
FUND
Nottlng Hill
Genesis
newlon
Lewisham
OU3INO TRUST
OneHousing
PA Housing
Peabody platform IHOJL4
QU INTESSENII ALL Y
FOUNDA TION
Town & Country
Housing
Riverside
8LEo
-I'HE
ou
STONE
FAMILY
SUSTAINABLE
TRADING
Council
Wates
FOUNDATION
Wandsworth
39
UTORS
U N l T E D
## **Tutors United**
## **Report of the trustees**
## **For the year ended 31 July 2024**
Reference and administrative information set out on page 42 forms part of this report. The financial statements comply with current statutory requirements, the Memorandum and Articles of Association and the Statement of Recommended Practice - Accounting and Reporting by Charities (effective from January 2019).
## **Public benefit**
The trustees have regard to the Charity Commission's guidance on public benefit in directing the work of the charity and in ensuring the charity's compliance with the Good Governance Code and the provisions of the Charities Act 2011 as amended.
## **Structure, governance and management** Constitution
Tutors United is registered as a charitable company limited by guarantee and was set up by a Memorandum of Association.
## 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.
## 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.
## **Statement of responsibilities of the trustees**
The trustees (who are also directors of the charity 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, including Financial Reporting Standard 102: The Financial Reporting Standard applicable in the UK and Republic of Ireland (United Kingdom Generally Accepted Accounting Practice).
Company law requires the trustees to prepare financial statements for each financial year, which give a true and fair view of the state of affairs of the charity and of the income and expenditure of the charity for that period. In preparing those financial statements the trustees are required to:
- select suitable accounting policies and then apply them consistently;
- ▪ observe the methods and principles in the Charities SORP; ▪ make judgements and accounting estimates that are reasonable and prudent; ▪ state whether applicable UK accounting standards and statements of recommended practice have been followed, subject to any material departures disclosed and explained in the financial statements; and
- prepare the financial statements on the going concern basis unless it is inappropriate to presume that the charity will continue in operation.
The trustees are responsible for keeping proper accounting records which disclose with reasonable accuracy at any time the financial position of the charity and which enable them to ensure that the financial statements comply with the Companies Act 2006. The trustees are also responsible for safeguarding the assets of the charity and hence for taking reasonable steps for the prevention and detection of fraud and other irregularities.
40
## **Tutors United**
## **Report of the trustees**
## **For the year ended 31 July 2024**
The trustees are responsible for the maintenance and integrity of the corporate and financial information included on the charitable company's website. Legislation in the United Kingdom governing the preparation and dissemination of financial statements may differ from legislation in other jurisdictions.
Members of the charity guarantee to contribute an amount not exceeding £1 to the assets of the charity in the event of winding up. The trustees are members of the charity but this entitles them only to voting rights. The trustees have no beneficial interest in the charity.
## **Independent examiners**
Godfrey Wilson Limited were appointed as independent examiners to the charitable company during the year and have expressed their willingness to continue in that capacity.
Approved by the trustees on 4 February 2025 and signed on their behalf by
Robert Holmes - Treasurer
41
## **Tutors United**
## **Reference and administrative details**
## **For the year ended 31 July 2024**
|**Company number**|08595641||
|---|---|---|
|**Charity number**|1176968||
|**Registered office**|63/66 Hatton Garden||
|**address**|London||
||EC1N 8LE||
|**Operational office**|19-21 Garden Walk||
|**address**|London||
||EC2A 3EQ||
|**Trustees**|Trustees, who are also directors under company law, who served during||
||the year and up to the date of this report were as follows:||
||Katie Carr|appointed 22 August 2024|
||Dr Freda Chio Tait|appointed 22 August 2024|
||Matthew Corner|resigned 22 August 2024|
||Robert Hale|appointed 22 August 2024|
||Robert Holmes||
||Emily Kell|appointed 22 August 2024|
||Annie Maciver|resigned 22 August 2024|
||Liam McLaughlin|resigned 16 November 2024|
||Laura Wilson||
|**Chief executive officer**|Amy Whitelock Gibbs||
|**Bankers**|Barclays Bank UK plc||
||Leicester||
||LE87 2BB||
|**Independent**|Godfrey Wilson Limited||
|**examiners**|Chartered accountants and statutory auditors||
||5th Floor Mariner House||
||62 Prince Street||
||Bristol||
||BS1 4QD||
42
## **Independent examiner's report**
## **To the trustees of**
## **Tutors United**
I report to the trustees on my examination of the accounts of Tutors United (the charitable company) for the year ended 31 July 2024, which are set out on pages 45 to 62.
## **Responsibilities and basis of report**
As the trustees of the charitable company (and also 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 charitable 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 charitable company's accounts as 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 charitable 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 the Institute of Chartered Accountants in England and Wales (ICAEW), which is one of the listed bodies.
Godfrey Wilson Limited also provides bookkeeping and payroll services to the charitable company. I confirm that as a member of the ICAEW I am subject to the FRC’s Revised Ethical Standard 2016, which I have applied with respect to this engagement.
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 the charitable 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).
43
## **Independent examiner's report**
## **To the trustees of**
## **Tutors United**
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.
## Dougal Howard
Date: 4 February 2025 **Dougal Howard ACA Member of the ICAEW** For and on behalf of: **Godfrey Wilson Limited** Chartered accountants and statutory auditors 5th Floor Mariner House 62 Prince Street Bristol BS1 4QD
44
## **Tutors United**
**Statement of financial activities** _(incorporating an income and expenditure account)_
## **For the year ended 31 July 2024**
|Restricted Unrestricted
Note
£
£
**Income from:**
Donations
3
-
93,470
Charitable activities
4
271,614
294,094
Investments
-
2,312
**Total income**
271,614
389,876
**Expenditure on:**
Raising funds
-
118,273
Charitable activities
220,605
186,224
**Total expenditure**
6
220,605
304,497
**Net income and net movement in funds**
51,009
85,379
**Reconciliation of funds:**
Total funds brought forward
48,448
207,539
**Total funds carried forward**
99,457
292,918|**2024**
**Total**
**£**
**93,470**
**565,708**
**2,312**
**661,490**
**118,273**
**406,829**
**525,102**
**136,388**
**255,987**
**392,375**|Restated
2023
Total
£
80,000
483,493
802|
|---|---|---|
|||564,295|
|||123,531
433,925|
|||557,456|
|||6,839
249,148|
|||255,987|
All of the above results are derived from continuing activities. There were no other recognised gains or losses other than those stated above. Movements in funds are disclosed in note 14 to the accounts.
Prior period income and expenditure have been reclassified to reflect the requirements of the Charities SORP (FRS 102) and to be comparable with the current year. The income restatements have been disclosed in note 17 to the accounts. The expenditure restatement is purely a reclassification, and does not affect total expenditure.
45
## **Tutors United**
## **Balance sheet**
## **As at 31 July 2024**
|Note
**Fixed assets**
Tangible assets
10
**Current assets**
Debtors
11
Cash at bank and in hand
**Liabilities**
Creditors: amounts falling due within 1 year
12
**Net current assets**
**Total assets less current liabilities**
**Net assets**
13
**Funds**
14
Restricted funds
Unrestricted funds
Designated funds
General funds
**Total charity funds**|**£**
**58,803**
**357,155**
**415,958**
**(29,929)**|**2024**
**£**
**6,346**
**386,029**
**392,375**
**392,375**
**99,457**
**20,000**
**272,918**
**392,375**|Restated
2023
£
8,463|
|---|---|---|---|
||||86,638
228,069|
||||314,707
(67,183)|
||||247,524|
||||255,987|
||||255,987|
||||48,448
-
207,539|
||||255,987|
The directors are satisfied that the company is entitled to exemption from the provisions of the Companies Act 2006 (the Act) relating to the audit of the financial statements for the year by virtue of section 477, and that no member or members have requested an audit pursuant to section 476 of the Act.
The directors acknowledge their responsibilities for:
- (i) ensuring that the Company keeps proper accounting records which comply with section 386 of the Act; and
- (ii) preparing financial statements which give a true and fair view of the state of affairs of the Company as at the end of the financial year and of its profit or loss for the financial year in accordance with the requirements of section 393, and which otherwise comply with the requirements of the Act relating to financial statements, so far as applicable to the company.
These accounts have been prepared in accordance with the special provisions applicable to companies subject to the small companies' regime.
46
## **Tutors United**
## **Balance sheet**
**As at 31 July 2024**
Approved by the trustees on 4 February 2025 and signed on their behalf by
Robert Holmes - Treasurer
47
## **Tutors United**
## **Statement of cash flows**
## **For the year ended 31 July 2024**
|**Cash used in operating activities:**
Net movement in funds
Adjustments for:
Depreciation charges
Dividends, interest and rents from investments
Decrease / (increase) in debtors
Decrease in creditors
**Net cash provided by / (used in) operating activities**
**Cash flows from investing activities:**
Dividends, interest and rents from investments
Purchase of tangible fixed assets
**Net cash provided by / (used in) investing activities**
**Increase / (decrease) in cash and cash equivalents in the year**
Cash and cash equivalents at the beginning of the year
**Cash and cash equivalents at the end of the year**|**2024**
**£**
**136,388**
**2,117**
**(2,312)**
**27,835**
**(37,254)**
**126,774**
**2,312**
**-**
**2,312**
**129,086**
**228,069**
**357,155**|Restated
2023
£
6,839
2,821
(802)
(55,377)
(29,712)|
|---|---|---|
|||(76,231)|
|||802
(4,149)|
|||(3,347)|
|||(79,578)
307,647|
|||228,069|
The charity has not provided an analysis of changes in net debt as it does not have any long term financing arrangements.
48
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
**1. Accounting policies**
- **a) General information and basis of preparation**
Tutors United is a charitable company limited by guarantee registered in England and Wales. The registered office address is 63/66 Hatton Garden, London, EC1N 8LE.
The financial statements have been prepared in accordance with 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 2019) - (Charities SORP (FRS 102)), 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 note.
## **b) Going concern basis of accounting**
The accounts have been prepared on the assumption that the charity is able to continue as a going concern, which the trustees consider appropriate having regard to the current level of unrestricted reserves. There are no material uncertainties about the charity's ability to continue as a going concern.
## **c) Income**
Income is recognised when the charity has entitlement to the funds, any performance conditions attached to the item of income have been met, it is probable that the income will be received and the amount can be measured reliably.
Income from the government and other grants, whether 'capital' grants or 'revenue' grants, is recognised when the charity has entitlement to the funds, any performance conditions attached to the grants have been met, it is probable that the income will be received and the amount can be measured reliably and is not deferred.
Income received in advance of provision of services is deferred until criteria for income recognition are met.
## **d) Donated services and facilities**
- Donated professional services and donated facilities are recognised as income when the charity has control over the item, any conditions associated with the donated item have been met, the receipt of economic benefit from the use by the charity of the item, is probable and the economic benefit can be measured reliably. In accordance with the Charities SORP (FRS 102), general volunteer time is not recognised.
## **e) Interest receivable**
Interest on funds held on deposit is included when receivable and the amount can be measured reliably by the charity: this is normally upon notification of the interest paid or payable by the bank.
49
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **1. Accounting policies (continued)**
## **f) Funds accounting**
Unrestricted funds are available to spend on activities that further any of the purposes of the charity. Designated funds are unrestricted funds of the charity which the trustees have decided at their discretion to set aside to use for a specific purpose. Restricted funds are donations which the donor has specified are to be solely used for particular areas of the charity's work or for specific projects being undertaken by the charity.
## **g) Expenditure and irrecoverable VAT**
Expenditure is recognised once there is a legal or constructive obligation to make a payment to a third party, it is probable that settlement will be required and the amount of the obligation can be measured reliably.
Irrecoverable VAT is charged as a cost against the activity for which the expenditure was incurred.
## **h) Allocation of support and governance costs**
Support costs are those functions that assist the work of the charity but do not directly undertake charitable activities. Governance costs are the costs associated with the governance arrangements of the charity, including the costs of complying with constitutional and statutory requirements and any costs associated with the strategic management of the charity’s activities. These costs have been allocated between cost of raising funds and expenditure on charitable activities based on the proportion total cost by each activity as follows:
||**2024**|2023|
|---|---|---|
|Raising funds|**22.5%**|22.2%|
|Charitable activities|**77.5%**|77.8%|
## **i) Tangible fixed assets**
Depreciation is provided at rates calculated to write down the cost of each asset to its estimated residual value over its expected useful life. The depreciation rates in use are as follows:
Computer equipment
25% reducing balance
Items of equipment are capitalised where the purchase price exceeds £500.
## **j) Debtors**
Trade and other debtors are recognised at the settlement amount due after any trade discount offered. Prepayments are valued at the amount prepaid net of any trade discounts due.
## **k) Cash at bank and in hand**
Cash at bank and cash in hand includes cash and short term highly liquid investments with a short maturity of three months or less from the date of acquisition or opening of the deposit or similar account.
## **l) Creditors**
Creditors and provisions are recognised where the charity has a present obligation resulting from a past event that will probably result in the transfer of funds to a third party and the amount due to settle the obligation can be measured or estimated reliably. Creditors and provisions are normally recognised at their settlement amount after allowing for any trade discounts due.
50
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **1. Accounting policies (continued)**
## **m) Financial instruments**
The charitable company only has financial assets and financial liabilities of a kind that qualify as basic financial instruments. Basic financial instruments are initially recognised at transaction value and subsequently measured at their settlement value with the exception of bank loans which are subsequently recognised at amortised cost using the effective interest method.
## **n) Pension costs**
The company operates a defined contribution pension scheme for its employees. There are no further liabilities other than that already recognised in the SOFA.
## **o) Accounting estimates and key judgements**
In the application of the charity's accounting policies, the trustees are required to make judgements, estimates and assumptions about the carrying values of assets and liabilities that are not readily apparent from other sources. The estimates and underlying assumptions are based on historical experience and other factors that are considered to be relevant. Actual results may differ from these estimates.
The estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognised in the period in which the estimate is revised if the revision affects only that period, or in the period of the revision and future periods if the revision affects both current and future periods.
The key sources of estimation uncertainty that have a significant effect on the amounts recognised in the financial statements are accrued income and deferred income as described in note 1(c) above.
## **2. Prior period comparatives: statement of financial activities**
|**Income from:**
Donations
Charitable activities
Investments
**Total income**
**Expenditure on:**
Raising funds
Charitable activities
**Total expenditure**
**Net income and net movement in funds**|Restricted
£
£
-
80,000
147,005
336,488
-
802
147,005
417,290
-
123,531
187,930
245,995
187,930
369,526
(40,925)
47,764
Unrestricted|Restated
2023
Total
£
80,000
483,493
802|
|---|---|---|
|||564,295|
|||123,531
433,925|
|||557,456|
|||6,839|
51
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **3. Income from donations**
|**Income from donations**|||
|---|---|---|
|Donations
Grants > £10k
Stone Family
Drapers Charitable Trust
Grants < £10k
**Total income from donations**|**2024**
**Total**
**£**
**15,970**
**62,500**
**15,000**
**-**
**93,470**|Restated
2023
Total
£
15,000
62,500
-
2,500|
|||80,000|
All income from donations in the current and prior year was unrestricted.
## **4. Income from charitable activities**
|Contracts for services
Grants > £10k
National Lottery Community Fund
The Considered Ask
Cheshire Community Fund
Peabody Community Fund
Grants < £10k
**Total income from charitable activities**|Restricted
£
£
-
294,094
172,928
-
33,348
-
19,240
-
15,000
-
31,098
-
271,614
294,094
Unrestricted|**2024**
**Total**
**£**
**294,094**
**172,928**
**33,348**
**19,240**
**15,000**
**31,098**|
|---|---|---|
|||**565,708**|
52
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **4. Income from charitable activities (continued) Prior period comparative (restated)**
|**Income from charitable activities (continued)**
**Prior period comparative (restated)**|||
|---|---|---|
|Contracts for services
Grants > £10k
National Lottery Community Fund
The Considered Ask
Postcode Society Trust
Garfield Weston Foundation
Grants < £10k
**Total income from charitable activities**|Restricted
£
£
-
336,488
71,391
-
30,316
-
25,000
-
15,000
-
5,298
-
147,005
336,488
Unrestricted|2023
Total
£
336,488
71,391
30,316
25,000
15,000
5,298|
|||483,493|
## **5. Government grants**
The charitable company receives government grants, defined as funding from the National Lottery Community Fund to fund charitable activities. The total value of such grants in the period ending 31 July 2024 was £172,928 (2023: £71,391). There are no unfulfilled conditions or contingencies attaching to these grants in 2023-24.
53
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **6. Total expenditure**
|**Total expenditure**|||
|---|---|---|
|Raising funds
Charitable
activities
£
£
Staff costs (note 8)
90,600
237,773
Other staff costs
-
5,357
Raising funds
-
-
Tutor fees
-
50,844
Direct delivery costs
-
23,323
Consultancy fees
1,644
-
Rent
-
-
Office costs
-
-
Depreciation
-
-
IT
-
-
Accountancy
-
-
**Sub-total**
92,244
317,297
Allocation of support
and governance costs
26,029
89,532
**Total expenditure**
**118,273**
**406,829**
Total governance costs were £3,480 (2023: £2,400).
**Prior period**
**comparative (restated)**
Raising funds
Charitable
activities
£
£
Staff costs (note 8)
95,492
250,613
Other staff costs
-
9,829
Raising funds
129
-
Tutor fees
-
46,464
Direct delivery costs
-
28,981
Rent
-
-
Office costs
-
-
Depreciation
-
-
IT
-
-
Accountancy
-
-
**Sub-total**
95,621
335,887
Allocation of support
and governance costs
27,910
98,038
**Total expenditure**
123,531
433,925|Support and
governance
costs
£
72,453
-
-
-
-
-
15,136
1,181
2,117
13,602
11,072
115,561
(115,561)
**-**
Support and
governance
costs
£
76,366
-
-
-
-
20,561
5,788
2,821
11,476
8,936
125,948
(125,948)
-|**2024 Total**
**£**
**400,826**
**5,357**
**-**
**50,844**
**23,323**
**1,644**
**15,136**
**1,181**
**2,117**
**13,602**
**11,072**|
|||**525,102**
**-**|
|||**525,102**|
|||2023 Total
£
422,471
9,829
129
46,464
28,981
20,561
5,788
2,821
11,476
8,936|
|||557,456
-|
|||557,456|
54
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
**7. Net movement in funds**
This is stated after charging:
|Depreciation
Operating lease payments
Trustees' remuneration
Trustees' reimbursed expenses
Independent examiner's remuneration (excluding VAT):
Independent examination
Other services|**2024**
**£**
**2,117**
**13,824**
**Nil**
**Nil**
**2,900**
**3,482**|2023
£
2,821
21,600
Nil
Nil
2,000
-|
|---|---|---|
In common with other charities of our size and nature we use our independent examiners to assist with the preparation of the financial statements, and to prepare and submit returns to the tax authorities. Our independent examiners have also provided payroll services and other consultancy services to the charity during the year.
## **8. Staff costs and numbers**
Staff costs were as follows:
|Salaries and wages
Social security costs
Pension costs
Employees earning more than £60,000 during the year:
Between £60,000 and £70,000|**2024**
**£**
**360,407**
**31,337**
**9,082**
**400,826**
**2024**
**No.**
**1**|2023
£
376,115
35,822
10,534|
|---|---|---|
|||422,471|
|||2023
No.
-|
The key management personnel of the charitable company comprise the trustees, chief executive officer, and the senior leadership team. The total employee benefits of the key management personnel were £212,420 (2023: £193,551).
|Average head count|**2024**
**No.**
**11**|2023
No.
13|
|---|---|---|
55
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **9. Taxation**
The charity is exempt from corporation tax as all its income is charitable and is applied for charitable purposes.
## **10. Tangible fixed assets**
|**Cost**
At 1 August 2023 and 31 July 2024
**Depreciation**
At 1 August 2023
Charge for the year
At 31 July 2024
**Net book value**
**At 31 July 2024**
At 31 July 2023
**Debtors**
Trade debtors
Prepayments
Accrued income
Other debtors|**2024**
**£**
**42,082**
**8,134**
**8,560**
**27**
**58,803**|**Total**
**£**
**17,879**|
|---|---|---|
|||**9,416**
**2,117**|
|||**11,533**|
|||**6,346**|
|||8,463|
|||Restated
2023
£
61,847
11,287
13,504
-|
|||86,638|
## **11. Debtors**
The prior year restatement is to separately disclose accrued income, previously included within the trade debtors balance. There is no impact on the total debtors.
56
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **12. Creditors: amounts falling due within 1 year**
|Trade creditors
Accruals
Other taxation and social security
Deferred income
Other creditors|**2024**
**£**
**7,784**
**10,880**
**9,046**
**-**
**2,219**
**29,929**|Restated
2023
£
-
17,385
10,470
37,116
2,212|
|---|---|---|
|||67,183|
Deferred income relates to fees invoiced in advance of the activities taking place.
## **13. Analysis of net assets between funds**
|Tangible fixed assets
Current assets
Current liabilities
**Net assets at 31 July 2024**
Tangible fixed assets
Current assets
Current liabilities
**Net assets at 31 July 2023**
**Prior period comparative**
**(restated)**|£
-
99,457
-
**99,457**
£
-
48,448
-
48,448
Restricted
funds
Restricted
funds|£
-
20,000
-
**20,000**
£
-
-
-
-
Designated
funds
Designated
funds|£
6,346
296,501
(29,929)
**272,918**
£
8,463
266,259
(67,183)
207,539
General
funds
General
funds|**Total**
**funds**
**£**
**6,346**
**415,958**
**(29,929)**|
|---|---|---|---|---|
|||||**392,375**|
|||||Total
funds
£
8,463
314,707
(67,183)|
|||||255,987|
57
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **14. Movements in funds**
|**Restricted funds**
The Considered Ask
Edward Cadbury
EMR Building Brighter Futures
(Cheshire Community Fund)
Gosling Foundation
Haberdashers
Leathersellers
Lee Education Charitable Fund
Merchant Taylors (Liverpool)
National Lottery Community Fund
Peabody Community Fund
Rotherhithe Consolidated Charities
Wimbledon Foundation
**Total restricted funds**
**Unrestricted funds**
_Designated funds_
English progress review
Website redevelopment
_Total designated funds_
General funds
**Total unrestricted funds**
**Total funds**|£
-
-
-
-
-
-
-
-
43,150
-
-
5,298
Restated
At 1 August
2023|Income
£
33,348
5,000
19,240
5,000
5,000
6,500
1,528
5,000
172,928
15,000
3,070
-|£
(33,348)
(5,000)
(19,240)
(5,000)
-
(6,500)
(1,528)
-
(126,621)
(15,000)
(3,070)
(5,298)
Expenditure|Transfers
£
-
-
-
-
-
-
-
-
-
-
-
-|**£**
**-**
**-**
**-**
**-**
**5,000**
**-**
**-**
**5,000**
**89,457**
**-**
**-**
**-**
**At 31 July**
**2024**|
|---|---|---|---|---|---|
||48,448|271,614|(220,605)|-|**99,457**|
||-
-|-
-|-
-|10,000
10,000|**10,000**
**10,000**|
||-|-|-|20,000|**20,000**|
||207,539|389,876|(304,497)|(20,000)|**272,918**|
||207,539|389,876|(304,497)|-|**292,918**|
||255,987|661,490|(525,102)|-|**392,375**|
## **Purposes of restricted funds**
## The Considered Ask
Funding for a Programme Officer from July 2022 to July 2024 to manage delivery in London and the Midlands.
## Edward Cadbury
Match-funding towards delivery of two tuition hubs in Birmingham and Leicester from September 2023 to July 2024.
## EMR Building Brighter Futures (Cheshire Community Fund)
Funding for three hubs across Greenwich, Newham, Southwark and Tower Hamlets from November 2023 to July 2024.
58
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **14. Movements in funds (continued) Purposes of restricted funds (continued)**
## Gosling Foundation
Funding for a tuition hub in Churchill Gardens, Westminster, from September 2023 to July 2024.
## Haberdashers
Match-funding towards delivery of two tuition hubs in Lewisham from September 2024 to July 2025.
## Leathersellers
Match-funding towards delivery of two tuition hubs in Lewisham from September 2023 to July 2024.
## Lee Education Charitable Fund
Match-funding towards delivery of a tuition hub in Lewisham from September 2023 to July 2024.
## Merchant Taylors (Liverpool)
Funding for a tuition hub in Liverpool - carried forward to be delivered in September 2024 to July 2025.
## National Lottery Community Fund
Funding for increased staff capacity (six posts) to support regional growth over three years from January 2023 to December 2025.
## Peabody Community Fund
Match-funding towards delivery of six tuition hubs in Lewisham and Newham from September 2022 to July 2024.
## Rotherhithe Consolidated Charities
Match-funding towards delivery of a tuition hub in Southwark from October 2023 to June 2024.
## Wimbledon Foundation
Funding for delivery of a tuition hub in Burridge Gardens, Clapham, from September 2023 to July 2024.
## **Purposes of designated funds**
## English progress review
Funding to review, re-design and pilot a new method of assessing and reporting pupils’ English progress, to be delivered in 2024-25.
## Website redevelopment
Funding to commission a full re-design of our website to improve parent and partner engagement, to be delivered in 2024-25.
59
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **14. Movements in funds (continued)**
|**Prior period comparative (restated)**
Considered Ask
Garfield Weston Foundation
National Lottery Community Fund
Postcode Society Trust
SESF (Big Lottery Fund)
Wimbledon Foundation
Other restricted funds
**Total restricted funds**
**Unrestricted funds**
General funds
**Total unrestricted funds**
**Total funds**|At 1
August
£
-
-
-
-
42,000
-
47,373|Income
£
30,316
15,000
71,391
25,000
-
5,298
-|£
(30,316)
(15,000)
(28,241)
(25,000)
(42,000)
-
(47,373)
Expenditure|£
-
-
43,150
-
-
5,298
-
At 31 July
2023|
|---|---|---|---|---|
||89,373|147,005|(187,930)|48,448|
||159,775|417,290|(369,526)|207,539|
||159,775|417,290|(369,526)|207,539|
||249,148|564,295|(557,456)|255,987|
Details of the prior period movements by restricted fund were not available, hence the disclosure of total restricted funds only.
## **15. Operating lease commitments**
The charity had operating leases in the year but there were no commitments at the year end. Operating lease payments made in the year are disclosed in note 7.
## **16. Related party transactions**
There were no related party transactions in the current or prior period.
60
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
## **17. Prior period income restatement**
Prior period grant income has been restated to ensure income recognition is compliant with the Charities SORP (FRS 102). The impact on income and deferred income is shown below.
Additionally, prior period restricted grant income has been reclassified between income from donations and income from charitable activities to reflect the requirements of the Charities SORP (FRS 102) and to be comparable with the current year.
## **Brought forward restricted funds**
|Restricted funds as originally stated as at 1 August 2022
Adjustment to de-recognise 22/23 income received in the 21/22 financial year
Restricted funds as restated as at 1 August 2022
**Restricted grant income**
Restricted grant income as originally stated
Adjustment to de-recognise 22/23 income received in the 21/22 financial year
Adjustment to reverse deferred grant income
Restricted grant income as restated
**Deferred income**
Deferred income as originally stated
Adjustment to reverse deferred grant income
Deferred income as restated|2023
£
47,373
42,000|
|---|---|
||89,373|
||2023
£
153,961
(42,000)
35,044|
||147,005|
||2023
£
72,160
(35,044)|
||37,116|
61
## **Tutors United**
## **Notes to the financial statements**
## **For the year ended 31 July 2024**
|**17. Prior period income restatement (continued)**
**Income from donations**
Income from donations as originally stated
Adjustment to de-recognise 22/23 income received in the 21/22 financial year
Adjustment to reclassify restricted grant income in the 22/23 financial year
Income from donations as restated
**Income from charitable activities**
Income from charitable activities as originally stated
Reclassification of other income
Adjustment to reclassify restricted grant income in the 22/23 financial year
Adjustment to reverse deferred grant income
Income from charitable activities as restated|2023
£
233,961
(42,000)
(111,961)|
|---|---|
||80,000|
||2023
£
-
336,488
111,961
35,044|
||483,493|
62