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Charity No: 1177973
#PlayMatters
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Trustees Annual Report & Financial Statements - _Year 5:_ 1 April 2022 31 March 2023 ## **A letter from the Trustees** _Dear friends of RSP and play,_ _**Table of Contents:**_ 01 A LETTER FROM THE TRUSTEES 02-07 ABOUT US 08-37 OUR WORK 38-49 FINANCE & LEGAL 50-69 PICTURE STORIES _This Annual Report marks the end of the first year of our new strategy and what a year it has been!_ _Thanks to the_ _**ongoing commitment of our supporters** helping us build strong financial reserves, the_ _**innovation and dedication of our collaborative partners** working with us on delivering a diverse range of pilot play projects, and the_ _**robust organisational structures and frameworks** from which we have been able to launch the new strategy, our Year 5 has been phenomenal!_ _About_ _**600 children** across_ _**3 continents** participated in our_ _**3 Pilot Play Projects** . The children took part in and enjoyed a diverse range of play opportunities, from creative expression, creating play spaces of their own and sharing their experiences of play, to spontaneous play with other children in their community, and much more ..._ _We had other_ _**young people** that joined us to support RSP this year. They contributed dedicated time and brought with them a rich tapestry of insights, which added great value to RSP and helped us understand how to increase youth participation in our work._ _In our first strategy period the first 4 years at RSP were focused on building strong foundations and collaborative relationships. This year we were able to launch off this robust platform and use our learnings to innovate and implement some strong pilot projects. In this strategy period we will continue to work with young people and valued partners to develop_ _**locally informed and co-created sustainable programmes** to facilitate more play in children’s lives and advocate for every child’s right to play._ _We sincerely hope you enjoy reading further about all we have achieved together and join us in celebrating an extraordinary year._ _Juliette, Meera & Anna_ **----- Start of picture text -----**
PLAY
MATTERS
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_- RSP Trustees_ RockStone & Pebbles (RSP) Charity No: 1177973 Page 1 ## **RSP Values** ## **RSP Vision, Mission, What we do** _Our values inspire and guide the way we operate and interact with others._ ## **Collaboration:** We believe **Transparency:** We share information openly and honestly; we learn from our mistakes and reflect on our learnings. that sustainable positive change comes from collaborative working and shared learnings. **Innovation:** We encourage creative, experimental efforts and explore local solutions that can be co-created resourcefully, by thinking outside the box. **Diversity:** We honour and embrace people’s fundamental right to be different and unique. **Respect:** We strive to treat people with consideration and care. **Collaboration** sits at the core of our vision and at the heart of our strategy. We openly share information, knowledge, skills, resources and opportunities. We invest time and resources into creating nourishing partnerships that have mutually shared goals at their heart, through which we can build value and achieve more together than we are capable of doing alone. **Mission:** Enhance and create spaces that facilitate learning, innovation, collaboration, and positively impact the lives of vulnerable children through enabling their **right to play** **Vision:** A sustainable future created through play, collaboration and shared learnings **What we do:** At RSP, our work is focused on supporting children to recognise, access and enjoy their fundamental **right to play…** **…** because we believe that play is the _best_ way that children learn, innovate and thrive; and it is their recognised human right to play _(Article31UNCRC)_ Page 3 1 ABOUT US Page 2 **WHY PLAY** As **LEGO Foundation** beautifully puts it: ## _**Why do we focus on PLAY?**_ RSP is inspired by the belief that play is the most powerful conduit through which children can thrive and grow into happy, healthy, capable and resilient adults. 'Let's take a simple can thrive and grow into happy, healthy, capable example of and resilient adults. **hide and seek** ... For a start, it can The value and importance of play in children’s help children learn lives is a widely recognised and accepted fact, to deal with the supported by a growing body of research and unknown – an evidence. In addition, all countries in the world important **emotional** (except the USA) have signed the UNCRC* **skill** ... They’ll need treaty which sets out children’s human rights **cognitive and** and governmental responsibilities to ensure that **creative skills** to all children have access to these rights, including reason out a good, the right to play. unexpected place to *United Nations Convention on the Rights of the Child hide, and **social skills** to get all their Play is the language of children and children have always played, but how much they play, friends to play along. with whom, where, when and how is often limited And dashing from by the adults and societies they grow up in. one hideout to We can safely say that there are a multitude another or working of barriers to play - such as socio economic out if they can differences that in some contexts force children cram into a tight into high pressured educational outputs, whilst in spot? Those are others drive them to become young carers or **physical skills** . start working at an early age to support their In one simple, families. Differences or limitations in physical, familiar game cultural, technological, or perceptional factors, circumstances and attitudes of adults and carers they’ve learned to create barriers to play which have an impact on be more resilient, children’s overall wellbeing. more empathetic, more aware of their Children become the adults who shape our surroundings, and future societies and the world we live in. more strategic. At RSP we seek to increase and improve play And the more they opportunities and spaces for all children, and play the more they break the “barriers” that stop them from weave those skills accessing their fundamental right to play. – together creating Our overall goal is to support children’s overall a rich tapestry of wellbeing, and help them build their confidence, capabilities they capability and resilience to reach their highest can always rely on.’ potential. **Play is a Right -** Play is intrinsically motivated, it is children’s way of learning about their world. A child’s right to play is enshrined in Article 31 of the UNCRC*, and is often referred to as ‘ _the children’s forgotten_ right’. The UNCRC sets out a comprehensive list of universal rights that should be granted to all children and young people, and highlights that all rights are interconnected and equally important (see page 67). *United Nations Convention on the Rights of the Child **Play for Positive Change -** Play sparks learning, creativity and innovation. The power of play can help generate new, sustainable solutions to address the emerging challenges of the future and is a catalyst for lasting positive change. **Play supports Wellbeing -** Play makes children feel happy, and improves their cognitive, physical and social skills. It contributes to overall emotional wellbeing, empowers children to rise to challenges, and find hope. ## _**WHAT IS PLAY?**_ As RSP, we adopt a broad definition of play as any non-passive activity that a child voluntarily engages in, enjoys and has fun doing. At the heart of RSP’s mission is to co-create safe spaces and opportunities where play can take place and children can explore, enjoy and express themselves. ‘Play is the highest form of research’ - Quote attributed to Albert Einstein Page 4 Page 5 **----- Start of picture text -----**
Children’s
Right to Play
is a Human Right
Article31UNCRC
#PlayMatters
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Theory of Change
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#Play
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The CHANGE we are seeking to make: ## **All children can recognise, access and enjoy their fundamental right to play** - A. Improved & increased play opportunities and spaces for children - B. Increased awareness C. Increased civil & engagement on society capacity and the importance of impetus to facilitate and right to play children’s right to play ## HOW we believe that change will happen - WHAT WE DO to create the change we are seeking: - A. Play Projects - initiating, implementing, funding - B. Advocacy - positively influencing public opinion C. Capacity Building - sharing resources, knowledge, skills & opportunities - _Our robust organisational structure and the strong_ - _Collaborative Partnerships we build facilitate our work_ ## LEARNING & COLLABORATION ## **RSP Strategy** **----- Start of picture text -----**
1+1 = 3 or more
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## _**Collaboration**_ Collaboration drives the way we work. Our approach is to form deeply collaborative relationships with aligned organisations and individuals. Together we find synergies and opportunities to support one another’s aims. Strong collaborative partnerships, based on openness, trust and mutual commitment, over the last 5 years, have helped us become stronger and make a positive difference in many communities and in more children’s lives than we would have been able to do alone. Sharing and receiving resources, knowledge and expertise with different partners around the world has also supported our overall organisational sustainability. ## _**Sustainability**_ We have created strong organisational foundations and developed financial stability. With these essential building blocks, we seek to develop sustainable programmes with aligned partners. We replicate our successes in a resource smart way, whilst still committing sufficient time and resources to planned areas of work and avoiding dependency on high levels of income and funding. Through our projects we support children to access their fundamental right to play with the aspiration to make a lasting positive difference in the communities we work within, in a way that echoes through future generations. ## _**Learning**_ We define ourselves as a learning organisation whereby every activity brings with it the opportunity to learn, grow and challenge our assumptions. We deliberate on our ways of working, record and monitor set plans against activities carried out, collect and analyse data from our projects, and adapt our behaviours and plans based on our learnings. ## _**Excellence**_ An excellent organisation is what we strive to be. One that is able to provide quality assurance, is accountable, transparent and represents RSP in a way that aligns with our stated values. ## Our Theory of Change guides our work and explains why we focus on the activities we do… OUR APPROACH & FOUNDATIONS Page 6 Page 7 ## **WHAT WE DID THIS YEAR:** _Year 5 Activities & Achievements_ _Pages_ _**10-11**_ **RSP Journey & New Strategy** _Page_ _**12**_ _Page_ _**13**_ **Summary of Achievements Year 6 Planned Objectives** _Pages_ _**14-15**_ **3 Pilot Play Projects (summary)** _Pages_ _**16-19**_ _Pages_ _**20-23**_ _Pages_ _**24-27**_ _- Pilot Play Project 1 South Africa_ _- Pilot Play Project 2 UK_ _- Pilot Play Project 3 India_ _Pages_ _**28-29**_ **Positive Impacts of Projects** _Pages_ _**30-31**_ **Organisational Sustainability** _Pages_ _**32-33**_ **Youth Voices** _Pages_ _**34-35**_ **Summary** Page 3 2 OUR WORK ## **RSP Journey to date** **----- Start of picture text -----**
Stage 1: 2018 - 2022, Strategy Phase 1:
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Exploring &
Building
growing Learning
organisational value aligned about PLAY
foundations
partnerships
Assimilating
learnings
4
The
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fi
¹
rs
t
S
4
y
R
e
a
A
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_**Stage 2:** 2022 - 2025, Strategy Phase 2:_ **----- Start of picture text -----**
Testing &
Continuing Deepening implementing
to build an & growing diverse,
excellent collaborative experimental
organisation partnerships PLAY solutions
Including
Youth
Developing & Voices
sharing resources
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Year 5: April 22 - March 23 - **A snapshot of what we did this year:** 1. Play Project with MADaboutART, in Knysna, SOUTH AFRICA 2. APT (Appropriate Paper Technology) Play Project, in Whitstable, UK 3. Play Project in Gujarat, INDIA _Collaborating with young people who share our vision:_ Starting play projects with our oldest partner MADaboutART; continuing work with other partners; and collaborating with new, aligned people and organisations. - →17 year old Young Volunteer →20 year old Intern →25 year old Strategic Collaborator Building strategies and frameworks to monitor, evaluate, learn & adapt. ## **In this strategy period (April 2022-March 2025)** In this 3-year strategy period, we have committed to…* : _*This commitment was captured in our previous Year 4 Annual Report_ 1. Spend more resources on PLAY PROGRAMMES 2. ADVOCATE on children’s right to play 3. SHARE skills, resources and knowledge 4. Build a GROWING MOVEMENT of people and organisations 5. Explore innovative ways to BUILD OPERATIONAL CAPACITY ## Year 5: Apr’22 - Mar’23 - **A snapshot of what we did this year:** Collaborated with Built old and new organisational partners sustainability & excellence **with Youth Participation** Guided by our learnings and Theory of Change we will continue to… **----- Start of picture text -----**
Enable children’s right to PLAY
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Improve and
increase play
opportunities
and spaces
for children
Increase Increase civil
awareness and society capacity
engagement on and impetus to
the importance of facilitate
and right to children’s
PLAY right to play
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Page 10 ## **Year 5** (April 22-March 23) - 1st year of new strategy ## _**SUMMARY of**_ ## **Year 5** ## **Achievements** against set **Objectives:** - _Create and implement, with active participation from RSP members, at least one play project with children directly._ - Play Project with children in - 1. Gujarat, India implemented by RSP trustees, Juliette and Meera, in February 2023. - Play Project with MADaboutART, in Kynsna, South - 2. Africa completed in Year 6. An original advocacy tool, in grew larger than anticipated and was the form of 7 painted banners, was created. The children at MAD presented the panels to their parents and a wider audience in December 2023 advocating on their right to play. We will commence Phase 2 of this project in 2024 to take the panels out to other audiences in diverse ways. _Facilitate advocacy activities widely using the painted, narrative banner, that has been co-created with children in South Africa._ - RSP’s second Appropriate Paper Technology (APT) Play Project , this - 3. time with young people in Whitstable, UK , was facilitated by Kimmy Spreadborough at FarSkate Foundation, and implemented Nov’22 - Feb’23. _Deliver a second Appropriate Paper Technology (APT) workshop with young people, to provide playful opportunities to learn and build new skills through the power of play._ - 3 young people engaged in RSP in different ways: A ‘Creating Changemakers’ Internship Programme - 4. was piloted with a 20 year old university student over one year. A 17 year old secondary school student started volunteering with us this year. A young professional, one of RSP’s longest standing volunteers, started engaging as a _Strategic Collaborator_ with us this year. _Introduce youth voices into RSP and develop and pilot an Internship programme._ - _Visit and promote innovative play initiatives carried out by grassroots organisations to build a movement and find synergies for skills sharing and collaboration._ - We collaborated with and promoted FarSkate Foundation (see objective 3 - 5. above), and continued to find synergies for cross country collaborations with existing and new partners. ## **Year 6 Objectives** (April 23-March 24) - Assimilate and analyse information and data gathered from the pilot play projects and share - 1. learnings with partners for the purpose of developing future sustainable programmes together. _Purpose: Test assumptions and ensure play solutions are locally and collaboratively designed, and informed by data collected from child participants, facilitators, volunteers and other learnings._ - Develop and launch the Panel Play Programme - 2. as an original advocacy tool and methodology. Trial its application through projects in South Africa and the UK. _Purpose: Motivate people and organisations to use this original advocacy tool, and support children in different communities to develop their own calls to action. Increase civil society impetus to advocate for children’s right to play to create change at a local, national and international level._ - Integrate youth voices and create collaborative - 3. opportunities for youth participation in RSP. _Purpose: Include young people in RSP decision making, capacity building and programme implementation, encourage active citizenship. Provide training, support and professional development opportunities in a way that adds value to them and to RSP._ - Raise awareness and engagement on the - 4. importance of the right to play within established forums, platforms and grassroots initiatives, using a diverse range of mediums and activities. _Purpose: Build a movement of value aligned organisations and individuals and create spaces and opportunities for collaboration and learning that facilitate play in children’s lives._ - Continue building RSP’s organisational capacity, - 5. growth and excellence through investing resources in this area. _Purpose: To build organisational sustainability._ Page 12 Page 13 ## **SUMMARY of 3 PILOT PLAY PROJECTS:** ## **Supporting children to access their right to PLAY IN UNIQUELY DIFFERENT WAYS** **----- Start of picture text -----**
3
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600
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100
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2. In collaboration with _Kimmy Spreadborough &_ Nov 2022 - Feb 2023: Implemented **10 :Total youth** 6 :Direct project participants 4 :Indirect project participants in **13 - 16 year olds: Ages Whitstable,** (10 :Sessions) 6 : Workshops **UK 27 :Total HOURS** This project was about supporting vulnerable young people and building their skills through introducing them to an innovative, accessible and sustainable technology, APT*, to explore and play with. ## 1. In collaboration with MADaboutART Implemented: Feb 2022 – Jan 2024 **Total children: 85** Direct project participants: 51 Indirect project participants: 34 **Ages: 2 - 17 year olds** in Workshops: 32 (Sessions: 68) **Knysna, Total HOURS: 180 South Africa** In collaboration with our oldest partner, MADaboutART, guided by their experience in using a rights based approach, a series of playful workshops were carried out at the MAD centre. The youngsters that visit MAD live in the nearby township and for them MAD is a haven where they often receive their only meal of the day. This project created opportunities for the children to… Each participant had hands on experience of every stage of the APT process as they designed and created their own unique pieces. This project was implemented by the RSP founding trustees in a deeply economically depressed community in Gujarat, India. Project activities were focused on transforming the large, exterior play space in _Dhabala School_ , with the participation of the school children. Together we painted 3 wall murals, created large floor board games, converted an unused room in the school into a Play Room, and much more. RSP additionally planned and invested in different construction work to improve the play space and make it safer for the children. We also visited other schools, met with different educators, discussed the importance of play in children’s lives together; and took 400 children from 3 other schools on a play day trip to Science City! These project activities contributed to building a relationship with this community and an improved understanding of the community and its needs. ## 3. Implemented by RSP ## founder trustees, Juliette & Meera … Play…be creative…learn about RIGHTS and their right to play …build advocacy skills…express their experiences and barriers to play…and develop a call to action to support their right to play… ## in **Gujarat, India** Kimmy Spreadborough, an experienced play worker and teacher, facilitated these workshops. The FarSkate Foundation, a charity based in Whitstable, organised the youth cohort and provided their facilities for this project. Implemented: Jan 2023 - Feb 2023 **Total children: 500** Direct project participants: 85 Indirect project participants: 15 Science City day trip participants: 400 From this emerged an original advocacy tool in the form of 7 painted art panels expressing the children’s views on play, their barriers to play and a call to action to help them access their fundamental right to play. These panels will be produced as large, transportable, advocacy tools that will be taken out to wider audiences to support all children to enjoy more PLAY in their lives. This is RSP’s second play project with APT, continuing our commitment to bring APT into the play space. ## **Ages: 5 - 12 year olds** Primary activities in 1 school: 24 days Science City trip with 3 schools: 1 day **Total project DAYS: 25** ***APT (Appropriate Paper Technology)** - using engineering principles to transform recycled paper and card into strong, personally designed equipment. _See further details on Pages 24-27, & 60-65_ Page 15 Page 14 **----- Start of picture text -----**
Programmes: Pilot Play Project 1, Kynsna, South Africa
in collaboration with MADaboutART
Our relationship with MADaboutART , a South Africa based charity
that supports vulnerable young people, began even before RSP
was set up as a registered charity! MAD uses art as a platform for
healing, advocating and igniting hope and imagination. Their
centre, based in the township near Knysna, South Africa, has
been a haven and safe space for thousands of children over the
last 20 years.
Our collaboration started with RSP providing operational and
governance support to MADaboutART. From them, we learnt more
about play programmes, play based learning, and how to create
and use art for advocacy activities. Although MAD was carrying
out play activities before our partnership began play and the right
to play were not a strategic focus. As a result of our partnership it
is now centrally embedded into their organisation.
After 5 years of collaboration, we embarked on our 1st Pilot
Play project together in 2022, which is expected to be completed
in January 2024.
Project Scope:
RSP and MAD co-created a rights-based pilot play project
together that was launched in February 2022. The plan was to
carry out playful workshops involving creative expression
through the arts, and introducing the concept of rights, and
specifically the right to play, to the children at MADaboutART.
The aim was to develop a series of painted banners that
captured the children’s lived experiences of play (both barriers and
joys). This would then be used as an advocacy tool for wider
audiences as a call to action to support children to access their
fundamental right to play.
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## _**Project Activities & Outputs:**_ This project grew larger than anticipated and has exceeded all our expectations! The original 16 workshops evolved into **32 playful workshops with children** (=68 sessions, 180 hours) . The project period was extended for additional emerging activities. The final output was **an original advocacy tool for play** , in the form of 7 incredible art panels, capturing the children’s * experiences and views of play . The panels capture the story of the children’s lived experiences, starting with their barriers to play, the negative impacts of restricted play, and move onto the right to play and the value and joy of play, concluding with a call to action. These artistically beautiful and impactful panels will be used as an advocacy tool to build awareness and impetus to facilitate children’s right to play. * _The panels were completed in October 2023 and will feature in next year’s report. In the meantime, watch our social media to see these amazing panels._ ## _**Workshops with the children:**_ **Introduction to rights** (UNCRC*) **and the right to play** (Article 31 UNCRC) *The United Nations Convention on the Rights of the Child **4** sessions **11** hrs **12** sessions **30** hrs **Exploring children’s experiences of play and their barriers to play** **Building advocacy skills** and confidence through storytelling, role play, drama, and practicing negotiation skills **7** sessions **17** hrs **37** sessions **87** hrs **Creative Expression** and panel concept development workshops **8** sessions **35** hrs **Exterior wall mural development** - practical workshop, preparing backdrop wall for panels **----- Start of picture text -----**
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**85** **32** **180** hours children workshops ## **Programmes:** Pilot Play Project 1, _Knysna, South Africa_ in collaboration with MADaboutART ## _**Positive Impacts of the project:**_ This project created opportunities for children to play, express themselves and share their experiences and views on play. An incredible advocacy resource in the form of 7 art panels was created. The project increased awareness and understanding of the right to play amongst children and parents/carers in the community; and created an impetus to bring more play into children’s lives. MAD’s expertise around planning and delivering rights based play projects with children greatly facilitated the success of this project. _‘ Playing at a practical level helped children connect_ **Feedback from** _to the concept of Right to Play and_ **workshop reports** _catalysed their desire_ **provided by** _to advocate for it’._ **MADaboutART** - _‘The project brought out powerful voices of young people who have been_ **Feedback from** _exposed to many difficult_ **workshop reports** _life experiences which_ **provided by** _deny them their rights._ **MADaboutART** _Participants were excited to learn play is a Right and to imagine how ‘The project stimulated play they could make a activities with kids and difference for other revitalised play activities across children through the board, for example game-playing, this project’. art and reintroduction of a play-room for younger children at MAD’._ _‘Games and ice breakers, gave participants a sense of belonging ’._ ‘The panels are impactful, engaging and true to the children’s lived experiences’. _‘Discussion on rights raised issues of inclusivity, sexuality and gender stereotypes, demonstrating participants’ maturity and empathy and a desire to be inclusive ’._ _‘_ _**Role play** was a very effective medium to build confdence and inspire participants to negotiate more in future. Culturally, some participants were not used to talking to parents. Role play helped to make it easier’._ _‘Designing and creating the mural on which the panels will hang was a valuable skills and confdence building exercise for the MAD team and children._ _‘At the end line meeting, before_ _**parents** were presented with project information (UNCRC Article 31) and outputs (panels), in conversation they expressed a general view that play is a waste of time and an excuse for children to run away from home chores. After the presentation, parents discussed that they will give their children more chance to play and began to connect improved performance at school with attendance at MAD (playing and learning). Some said they would “lift the iron hand” ’._ _‘Sharing information and materials with parents/ carers on the importance, benefts and barriers to play, increased awareness and understanding of the importance and right to play amongst this infuential group of ‘gatekeepers’._ _‘We stood up for ourselves, challenged ourselves,_ Data collected and _challenged parents, prepared_ compared between _ourselves, built our confidence_ the start and end of the _for real life’ ._ project from the children showed some of these _‘Now we can tell people and our_ changes in attitude: **----- Start of picture text -----**
What
the
children
said
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_‘Now we can tell people and our parents we are not ‘just’ playing. We have a right to do fun things. Play keeps us out of trouble, makes us smile’._ From 0% to **100%** of children by the end of the project knew which article of the UNCRC enshrined the right to play - Article 31 UNCRC * This project facilitated a lot of play, creation, and learning and helped build the children’s overall wellbeing. In South Africa the government had imposed some of the strictest Covid lock down measures worldwide, resulting in huge negative and long term impacts arising in this already economically depressed community. Young people lost 2 years of play in their childhood. This project brought joy, hope and inspiration amongst the project participants, who felt empowered and more confident to use their voices and imagination to create wider positive change. *UNCRC-United Nations Convention on the Rights of the Child From 75% to **91%** strongly agreed that ‘Play is important to me’ MADaboutART shared that younger kids play more freely as peer pressure often makes it uncool to play for the older children, and family pressures can distract from play times. ## _**What Next:**_ In December 2023, MAD launched the panels at their centre in South Africa. The children of MADaboutART advocated for their right to play through presenting the panels to their parents and other community members who attended the event. We will report more on this in next year’s report. From 40% to **80%** said that they played in more than one location . Phase 2 of this project will commence in 2024 and support the children and young people of MADaboutART to take these panels out to different audiences, in their wider, local community, to raise awareness of the importance of play in their lives and advocate for their right to play. There was an increase of children starting to play at home, with others starting to play in different locations. Page 19 Page 18 ## **Programmes: APT** * Pilot Play Project 2, _Whitstable, UK_ ## facilitated by _Kimmy Spreadborough_ **This is RSP’s second APT play project.** In 2019, we carried out our first APT play project at _The Somerville Playground_ in London. **Kimmy Spreadborough** , an experienced teacher who has worked with children for many years using a play-based learning approach, was part of this first APT project. Kimmy was interested in bringing APT to the play space and supporting vulnerable young people so we approached her to facilitate RSP’s second APT play project. Together we co-created the project design and plan, and Kimmy developed structured but playful workshop lesson plans. Kimmy also introduced us to _**Farskate Foundation**_ , a charity based in Whitstable, UK, who organised a cohort of young people to participate in this project and very kindly also provided us with the use of their facilities at no cost. Lynda Baxter - a qualified APT trainer, also a play expert, author of ‘The Importance of Play’ book, and founder trustee of our partner charity, _High Hopes for Children_ - supported both projects _._ This project is a result of multiple collaborations and a great example of how RSP collaborates widely and diversely to create positive change. ## _**Project Scope:**_ This project aimed to support vulnerable young people (13-16 year olds) through a series of playful workshops that introduced them to APT and provided an opportunity to explore and play with this innovative and accessible technology. The project also sought to remind these young people about their right to play and encourage more play in their lives. A special shout ***APT - APPROPRIATE PAPER TECHNOLOGY** out and thank you to Lynda Baxter, who introduced RSP’s aim to bring APT to the play space us to APT and was set in 2018 when we were first introduced to provided multiple this innovative and sustainable technology. APT is trainings on this a technology that uses engineering principles to technology to transform recycled paper and cardboard material RSP trustees into strong personally designed equipment. It has and Kimmy been used as an affordable and viable solution in Spreadbrough the global south to make bespoke furniture for children with disabilities. APT carries the potential of creating a range of outputs, from games to play structures and more. RSP will continue to explore innovative ways to bring APT into the play space for children around the world. APT stools & chair ## _**Project Activities & Outputs:**_ In November 2022, Kimmy kicked off the first of the 10 APT sessions with a cohort of young people at the FarSkate Foundation in Whitstable. Over weekly sessions, she guided them through the process of creating their own individual APT stools. Young people learnt about the right to play and every stage of the APT process as it has been developed and instructed by the technology originators. Each participant had hands-on experience of every stage of the process. This involved making glue from flour and water, learning basic woodworking principles such as measuring, cutting, creating angle irons and connectors to join the boards they had made at the start, developing final pieces, and finishing them with brown paper before painting them. Participants made and painted their own pieces, and even kindly made one for RSP! ## _**Workshops with Young People:**_ **Introduction to the right to play** (Article 31 UNCRC*) *The United Nations Convention on the rights of the child **Introduction to Appropriate Paper Technology (APT)** **Learning APT through making APT stools:** _1. Making the board and glue_ _2. Learning APT reinforcer and connector techniques_ _3. Designing_ _4. Cutting, assembling, connecting, reinforcing_ _5. Finishing_ _6. Decorating_ Page 15 Page 20 **10 6 27** youth workshops hours ## **Programmes: APT** * Pilot Play Project 2, _Whitstable, UK_ ## facilitated by _Kimmy Spreadborough_ ## _**Positive Impacts of the project:**_ The project started with introducing the concept of play as a human right for all children and young people under 18 years old, as enshrined in Article 31 of the UNCRC ***** , **building awareness and understanding on the right to play.** The workshops were designed in a playful way to facilitate and encourage more play amongst participants who were on the cusp of adulthood and sometimes struggle with social norms around being ‘too cool to play’. Providing opportunities for **artistic expression** and **creating something new** was a good way to facilitate play in a safe space. According to the feedback provided by the facilitator, Kimmy Spreadborough , _FarSkate Foundation_ , who organised the cohort of young participants in this project, and the family liaison officer who works with this group, the biggest positive impact of this project was **improved socialisation amongst the participants** . This was important to FarSkate because they specifically work with and support young people who with social, emotional and mental health (SEMH) challenges, or who feel misunderstood, confined in classrooms or struggle with mainstream education. The result could not have been possible without Kimmy, who has spent years teaching children and young people using a play based learning approach. The group responded very positively to her and her playful, patient and supportive approach. This facilitated a safe space for them to express themselves and get to know each other in a respectful way. **Team building skills amongst participants such as communicating, collaborating, listening, and problem solving improved, and the project seemed to make a positive impact on their overall emotional wellbeing** . Working towards making a physical piece that they would own and building something from scratch created a sense of empowerment, **built confidence** and gave the young people **a sense of pride** in starting and completing a project and learning something new. *United Nations Convention on the Rights of the Child **----- Start of picture text -----**
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_‘The fact that the ‘[Participant x] told me group remained_ Feedback from _that he was going to in the same room_ Kimmy _go back to school together and_ Spreadborough _and was ready to connected was give it a go again’ a great success’_ _‘All participants ‘[They] started with their heads down and little were smiling interaction. Over time they became more and engaged confident…developed cooperation…APT gave them in the last a personal focus and opportunity to work with others sessions’ which had a positive impact on each attendee.’_ _[Kimmy] is a “great teacher, very knowledgeable about the subject and showed a lot of passion”._ _‘The practical ‘Communication between learning helped peers improved and_ Feedback from _to engage the young people seemed_ FarSkate _young people, calm, happy and engaged’_ Foundation _i.e. teamwork and knowing ‘All our students had a great the end result’_ _‘All our students had a great experience and produced some amazing work’. We would really like you [RSP] to come back and do more with us.’_ 2021 - Kimmy’s 2[nd] APT training with Lynda Baxter (qualified APT trainer) ## _**What Next:**_ Using APT We will assimilate to create PLAY learnings from the solutions two APT projects we have carried out and continue to explore new ways to bring APT into the play space to increase and improve play opportunities for children around the world. Page 23 ## **Programmes:** Pilot Play Project 3, _Gujarat, India_ implemented by _RSP founder trustees_ ## **1. Primary activities - Dhabala Primary School:** Children participated in improving their own play space and were provided with the tools and materials to experiment with paints and different art techniques. A number of children from the community, who did not attend the school, joined in the activities. RSP also carried out constructions and repairs to improve the play space and make it safer for the children. This project is very close to our hearts because we had the opportunity to work directly and extensively with the children. It also involved working in schools where family members of Meera (RSP Trustee) had worked on a project previously. Her father, _Ramesh Patel_ , and her aunt, _Indira Desai_ , had made structural improvements to, and had toilets installed in, 7 schools in this community, before her father passed away in 2015. Activities with children: Learning the Colour Wheel, **4** Floor Board Games, **3** Wall Murals, **1** Play Room, **85** Gift bags painted by the children and filled with art supplies by RSP. In 2019, when we conceived of the project, we chose this location knowing we would be supporting highly vulnerable children from a deeply socio economically depressed community. We also had assurance of support from Indira Desai, and other local networks that had been established through the previous project. They supported in carrying out school visits, taking photos, interviews and facilitating an early needs assessment; which fed into the project design and development. This support continued during implementation and post implementation stages as well. The project was delayed due to Covid and, after some replanning in 2022, we headed to India in January 2023 for the implementation. Improving and making the play space safer: 3 major constructions - building a platform, planter and repairing and building a taller wall; 2 repair works - new school gate and repainted school entrance doors. **2. Play day excursion to Science City -** 400 children from 3 other schools were taken on a play day excursion to Science City in the city of Ahmedabad. Buses were hired, food was organised and teachers from all schools came and supported the activity. ## _**Project Scope:**_ ## **3. Community Engagement activities** The plan was to focus on Dhabala School and improve the exterior play space, whilst creating play opportunities for the children and building awareness on the importance of and right to play in that community. We also wanted to organise a play day out to Science City for 400 children in 3 other schools , to meet with the wider community and educators , and to gain a better understanding of this community. - We met with and discussed the power and importance of play with educators in 4 schools. We organised a final event at Dhabala school, attended by the local community, Council and School Board members, to celebrate the joy of play and the completion of the project. **----- Start of picture text -----**
community, Council and
School Board members,
to celebrate the joy of
play and the completion
of the project.
Page 25
**----- End of picture text -----**
## _**Project Activities & Outputs:**_ 1. Primary project activities - Dhabala Primary School 2. Play day excursion to ‘Science City’ with 400 children 3. Community Engagement activities **----- Start of picture text -----**
See project videos
on YouTube
@rockstoneandpebbles
**----- End of picture text -----**
Page 24 **500** children **25 4** days schools ## **Programmes:** Pilot Play Project 3, _Gujarat, India_ ## implemented by _RSP founder trustees_ ## _**Positive Impacts of the project:**_ The **children’s joy and happiness** in playing and participating in activities was palpable throughout the project. As the large, exterior play space in Dhabala school transformed, there was **an emerging sense of pride** amongst the children as well as the wider community, many of whom started dropping into the school and expressing great interest and appreciation for what we were doing. A number of local children who were not students at this school also came and regularly joined in the activities. **Learning that play is a right** enshrined in Article31 UNCRC was of interest to all the different stakeholders - children, teachers and community members, and a lot of awareness was raised around this point. **The teachers in Dhabala School really took to the idea of play based learning** and it was wonderful to see them continue to apply this after we left the country, and to receive their regular photo and video updates of the different play activities they have since been running. **Discussions around the importance of play** in children’s lives, with over 20 educators in 4 different schools, provided all of us with **valuable insights** and **increased impetus to create more play opportunities for children** . Taking 400 children from 3 schools for a day trip to Science City, was a first for most of these children, a lot of whom had never even visited Ahmedabad, their nearest city. They found it **exciting, interesting and fun** . Overall, the community welcomed our interventions and seemed proud of their children and the other visible changes made. It was a gift to meet and get to know this community, and the children within it, better. RSP built a lot of understanding and learning, which will form the basis for designing future, sustainable projects within this community. We have also shared the outcomes of this project, through videos*, presentations and social media, to build wider civil society engagement and impetus to facilitate play in the lives of all children around the world. *Watch our project videos on RockStone and Pebbles YouTube channel _When a child now enters the gates of Dhabala School, it is their space._ _They might … …Smile at the hand print they made on the left wall with their name on it…Jump on the hopscotch they painted and shout “I am brave” or “I am special, I am creative, I am intelligent, I am honest, I am kind, I am powerful’’… Look at the animal they stencilled and painted on the right wall, call out their names in English and Gujarati, and wonder how many more animals there are in the world… Nurture the plants in the planter and watch them grow …Take out a game from the play room and gather on the platform outside to play it…Spin the globe, look at the world map, and remember that every child has a right to play. This is the space created in Dhabala School with the children …now theirs to play and thrive in._ _‘There was a perpetual echo of: “Can I do it? I can do it! I want to do it!”, amidst fun and laughter. The children wanted to_ Feedback from _do everything, not just play, paint and draw,_ RSP project _but also participate in_ facilitators _the daily stock taking, cleaning art materials and packing away at the end of the day!’_ _’It was wonderful to see children of different ages, gender, and cultural backgrounds, playing and creating together, and also helping and teaching each other in different areas.’_ _’The children were fascinated by the animals stencils. Many of the animals were unknown to them and they thoroughly enjoyed learning about them, painting them and stenciling the names of the animals on the outside mural and in the Play Room we created together inside the school ’_ _‘The children were very excited as we started the project with making large sized board games on the floor - it facilitated a lot of conversations around each game and learning and playing new games like chess and backgammon’._ _‘Including positive values on the hopscotch - ‘I am…brave, intelligent, creative, kind, honest, special, powerful’ - was a wonderful way to build the children’s self esteem and confidence’._ _’Very interesting to learn from other educators that, unlike schools in higher socio economic contexts,_ _they tend to naturally use a more play based learning approach in their schools and their children thus have more access to play in education.’_ ## _**What Next:**_ Feedback from volunteer: We will reflect and assimilate learnings before we embark upon our next project in this community, which we hope to commence in November 2024. We will also continue to build relationships in this community and support Dhabala school with their ongoing play activities. **----- Start of picture text -----**
Page 27
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Feedback from one of the teachers during the _Science City_ day trip: _“I still remember coming here when I was young, I think these children will always remember today”_ Page 26 ## **POSITIVE IMPACTS** All 3 play projects, in South Africa, the UK and India, facilitated creation, innovation and learning and made a positive difference in the children’s lives _through improving their_ : ## **EMOTIONAL WELLBEING** ## **CREATIVE SKILLS** Making Friends Excitement & Joy Pride & Ownership Discovering Talents Building Confdence Drama, Role Play, Dancing & Singing Storytelling Learning the colour wheel - _making secondary colours from primary colours_ Drawing & Painting - _Portrait drawing, human anatomy, still life and nature, floor board games._ Feeling Secure & Supported Engaging together - _Laughing, talking, joking_ ## Mural Art - _Painting on large walls_ Using different art materials - _water colours, acrylics and oil based paints, charcoal, pastels, crayons, felt pens, pencils, stencils_ Learning APT (*Appropriate Paper Technology) ## **PHYSICAL WELLBEING** Woodworking skills - _APT emulates some wood work techniques like designing, cutting, making and using angle irons._ Healthy Brain, Bones & Muscles Cardiorespiratory Fitness Building Balance Improved Dexterity Gross and Fine Motor control Experimenting Innovating ## **COGNITIVE SKILLS** Planning & Organising Concentration Critical thinking Problem Solving ## **SOCIAL SKILLS** Maths – _numeracy, geometry, counting, stock management_ Communicating Collaborating Design Technology – _through the UK APT project_ Languages – _5 languages were being used in South Africa, 2 in India_ Spatial skills Sharing Negotiating Helping Each Other Transferring Skills & Knowledge Fine motor skill development Hand eye co-ordination These projects also helped mitigate the negative impacts of play deprivation in children’s lives, which can include: _Sadness, Stress, Anxiety, Depression, Aggression, Apathy, Lethargy, Social Isolation, Loneliness, Obesity, Stunted growth …_ ***** Research also indicates that play deprivation can _negatively impact brain growth,_ through gradual loss of electrical activity in the brain which will stunt growth. Epigenetical studies show that the effects on one generation can echo through and negatively affect later generations. ## _**In Conclusion:**_ Children are a highly vulnerable group of people and too many are being threatened, faced with inequality, lack of rights or their basic needs not being met. According to UNICEF ****** 166 million adolescents (10-19 year olds) globally live with a _diagnosed_ mental health disorder. The numbers are staggering, even without counting younger children or considering unrecorded numbers. This year we worked in three different communities across three continents; there were similarities and differences, but in all cases the children and young people were dealing with challenges and struggles, including post Covid consequences, that they should not have had to. The pilot play project at MADaboutART exceeded all our expectations.The large amount of playful workshops, run over a long period of time, had a number of demonstrable positive impacts on the children and young people that took part. These included improved academic performance and increased confidence linked to building creative skills, learning about rights and how to advocate for them using their own voices. They were joyous and proud of facilitating the development of an original advocacy tool in the form of 7 incredible art panels, and excited to take them out to their communities. The UK pilot was successful in helping to build confidence, team building and other social skills amongst a small group of teenagers who struggled with the mainstream education systems. What started with a lack of interest and apathy, ended with laughter, chatter and engagement. There was a sense of pride and achievement in learning a new technology (APT) and using it to build something from scratch themselves. In India, the transformation was incredible. The children were thrilled and exhilarated to have playful activities to participate in and be involved in renovating their own playground. Teachers and parents witnessing the positive changes, helped break down some of the commonly held misconceptions of play as a waste of time. We walked into a bare and run down space with a broken wall and gate, and left a community with a palpable sense of pride and a much greater understanding of the importance of play in children’s lives. ***** Source: http://ipaworld.org/wp-content/uploads/2015/05/IPA_Declaration-FINAL.pdf ****** The State of the World’s Children 2021, UNICEF Page 29 Page 28 ## BUILDING ORGANISATIONAL SUSTAINABILITY SUSTAINABILITY As well as the programme work covered earlier, RSP carried out other activities this year to help build organisational capacity and sustainability. ## _**Growing and deepening partnerships**_ Guided by our Collaboration Strategy we have always sought synergetic opportunities with other organisations and people that align with RSP’s vision, mission and aims. This approach has helped us make a positive difference in many communities and many children’s lives. This year we connected with different organisations and individuals, existing partners and new ones, which supported our aims in different ways: **----- Start of picture text -----**
Building
an excellent
organisation
Including
Youth
Voices
Growing &
deepening
partnerships
**----- End of picture text -----**
## _**Including Youth Voices:**_ **----- Start of picture text -----**
Secondary School University Student, Young Professional,
Student, 17 year old 20 year old 25 year old
See more on pages 32-33
Volunteer
Volunteer
1st Intern
**----- End of picture text -----**
1[st] pilot play project with our oldest partner, MADaboutART Deepening our relationship with FarSkate - last year we provided some governance expertise to them, this year they collaborated on our 2[nd] APT play project. Thank you Rotary Club of the North Downs for the generous £500 donation to RSP! One of our oldest partners, who we met this year to present our work and discuss the importance of play. We continue our collaboration with High Hopes for Children and attended and supported their AGM this year. Presented and shared RSP Communications Strategy with our exisitng partner On Call Africa . A shout out to Playground Ideas , the first crowdfunding platform we used and an organisation doing some amazing work in the play space. Building a movement of people and organisations to collaborate with continues to be a primary focus in RSP. ## _**Building an Excellent Organisation**_ - Planning - Organising Excellence to us means building a robust Organising organisation, delivering high quality - Setting Strategies, programmes, being accountable, transparent Policies and Frameworks and representing RSP in a way that aligns - Monitoring with our stated values. We challenge - Evaluating ourselves and each other, collaborate widely, - focus on learning and building knowledge Learning - and skills together. We encourage brave Improving new ideas but take a considered approach - Adapting in implementing them. We reflect, adapt and - Being Accountable modify our behaviour and programmes and Compliant based on our learnings. Page 30 Page 31 _**Including Youth Voices**_ ## BUILDING ORGANISATIONAL SUSTAINABILITY SUSTAINABILITY ## _NEW!_ **RSP Internship Programme** _**Creating Changemakers**_ **Introducing** **Youth** **Voices** The concept and vision of RSP’s _Creating Change Makers_ Internship Programme was developed last year. We wanted to support young people to become positive change makers through harnessing their passion, and providing a safe space to share and develop their natural talents, build new skills and use their voices. This year we trialled this programme with a young university student, Sachi Patel, over a period of one year. The results surpassed our expectations! Sachi developed and delivered 12 presentations to the RSP trustees and management within the specific tasks allocated to her; and her contributions to a diverse range of organisational areas added great value to RSP overall. ## Communications: ## _**Some ways this added value to RSP:**_ Analysis of RSP’s historical social media activity against set communications aims facilitated the creation of a new framework and approach to managing social media activities. The results included an increase of followers on our social media channels, enabling us to raise more awareness, engagement and impetus to our aim of facilitating play in all children’s lives. Programmes: Raising awareness of the work RSP does and the value of play through creating and delivering social media plans for all 3 RSP play projects. Contributing to the India play project design through participating in design and planning sessions. Researching and providing recommendations on different crowdfunding platforms, and helping us set up our 1[st] crowd funder to raise funds for the India project. ## Operations: Providing valuable insights and supporting RSP through creating financial management reports, preparing gift aid claims, _and so much more_ ## _**Thank you Sachi!**_ ## _**How this added value to the Intern**_ RSP designed this as a **paid internship programme** to support youth who are on the cusp of starting their professional lives. In line with our vision, a detailed needs analysis and support was provided to our intern to explore interest areas and build skills. **126 hours of experience** was gained in different areas. This included the development of an array of **skills** such as presentation skills, power point, excel, financial management, project management skills and more. Increased **knowledge and understanding** around charity governance, management, programme development, and children’s rights were also gained. ## _**YOUNG VOLUNTEERS:**_ ## _**Thank you Siyona!**_ ARTISTIC EXPRESSION AND RSP Curating an online gallery and using art for the Child's Right to Play As our youngest volunteer, Siyona brings a critical, unique _youth voice_ to RSP. She started volunteering with RSP when she was 17 years old and continues to date. _Dec’22 -_ Attended RSP trustee meeting and delivered a presentation with her ideas on how RSP could showcase our art using online platforms. She wanted to use her artistic and creative talents to support RSP and this is what she did for us this year: **----- Start of picture text -----**
Mar’23 - Wrote a
front page article,
for her sixth form
newspaper, on
children’s right to
play (read full
article on page 66).
Editors: Farhana Baksh & Prishika Narotam
THE CHILDS RIGH T TO PLAY
VOL II 31.03.23
PAGE 1
C OMMUNITY
hi h i i d l h d i h i
SPRING EDITION
i d i i
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_Feb’23 -_ Designed and created RSP’s newsletter #7 ## _**Thank you Trishna!**_ ## _**Strategic Collaborator**_ Trishna started supporting RSP when she was 20 years old, during the preregistration phase of the charity. She contributed to the development of the vision and mission statements at that stage. She has been volunteering with RSP as a high value adding stakeholder for nearly 6 years now. _Apr’22: Presentation to RSP trustees and volunteers - different ways to facilitate knowledge sharing and collaboration_ _Year 5 highlights of other support provided:_ She has an in depth understanding of RSP and her ability to think strategically helped shape the organisation as it is today. In March 2023, we invited her to collaborate with RSP in a new role as Strategic Collaborator, which would involve monthly, strategy focused meetings, to bring a fresh perspective and different ideas to RSP. - _Internship Programme development support_ - _Feedback on last year’s Annual Report draft_ - _Programme development_ - _support on India play project_ _Mar’23: Started new role in RSP as Strategic Collaborator_ Page 32 Page 33 BUILDINGBUILDINGORGANISATIONALORGANISATIONALSUSTAINABILITYSUSTAINABILITY **This in SUMMARY: year** _**OUR FUTURE:**_ This is the **first year of our new 3 year strategy** , built on the the foundations laid over the previous four years. We have embarked on a new journey focused on exploring solutions around the world to improve children’s access to their fundamental right to play. We set strategies and operational frameworks that continue to support us to meet our aims, deliver quality programmes and build organisational sustainability. Our **organisational strategy** is to maintain and build upon the strong organisational foundations we have created; learn and grow through research, practice and collaboration; and develop sustainable programmes that support the children and communities we work with. Our **collaboration strategy** forms the backbone of our organisational strategy. It involves taking a considered and measured approach, taking into consideration the diverse needs of various partners. Guided by it we have learned more about play and formed close relationships with experts in the play and play-based learning space, and created mission aligned opportunities with different organisations and people.This approach has helped us build financial sustainability, and achieve much more than we could have done alone. Our **fundraising strategy** supports all our work in a non donor dependent way. It helped us build healthy reserves in our first strategy period (years 1-4) from diverse sources of income. This year we started investing in the pilot play projects and other work we have reported on, and will continue to do so through this strategy period. Our **programme strategy** is to develop sustainable programmes, with trusted partners, that make a lasting positive difference in the lives of the children and communities that our work impacts, in a way that echoes through to future generations. Reflect, assimilate and share programme learnings with partners to co-create long term sustainable projects that increase and improve play opportunities and spaces for children. **~ 600** Pilot children **3** Play Projects **~ 100** _South Africa, UK & India_ play days & Continue to find ways to include youth voices in RSP; providing opportunities to young people that meet their interests and needs, and contribute to the growth of RSP. Youth Included **3** Voices _Siyona, Sachi, Trishna_ Young VOLUNTEERS **----- Start of picture text -----**
Creating
growth of RSP.
Changemakers
INTERNSHIP
Collaborated with Collaborate widely and
Growing a in diverse ways to find
5 Organisations Movement synergetic opportunities
& with organisations and
many, many individuals people, and build
partnerships that help
Building & meet one another’s
deepening aims.
relationships
Built
Be a learning
Organisational organisation and share
knowledge, skills,
Sustainability capacity andopportunities to
continue building a
Growing…learning…becoming stronger… robust and sustainable
organisation.
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Page 34 Page 35 ## BUILDINGWITH GRATITUDEORGANISATIONALTO SO MANYSUSTAINABILITYTHIS YEAR… Our collaborative approach is the catalyst that has enabled us to achieve what we have. It took time and consideration to build strong relationships, but once they were established, we saved a lot of financial resources and achieved outcomes beyond our expectations together. ## A heartfelt thanks to everyone who has supported RSP this year! Celebrating the people and organisations that have supported and inspired us. As we launch our new 3-year strategy, we thank you for being part of our journey and inspiring us to become more than we imagined. As a small charity we rely on volunteers, donors, partners, consultants and others to accomplish what we do. It is incredible how much we were able to achieve thanks to these invaluable contributions: Our dedicated people - A huge shout out to the team who contributed their time and expertise to make this year what it was. **----- Start of picture text -----**
RSP Team Contributions
**----- End of picture text -----**
**----- Start of picture text -----**
- Volunteers & Others
234
Total days spent
on RSP activities
in Year 5*
*This does not include
contributions from collaborative partner organisations
3 trustees
(volunteers)
175 days,
74%
6 Other Volunteers - 15 days
7 Project Volunteers - 14 days
1 Paid Intern - 15 days
1 Paid
Consultant -
10 days
- 5days
Volunteers
2Young
**----- End of picture text -----**
Our amazing partner organisations - who are doing incredible work and through our collaboration this year we could make a difference in many more children’s lives that we could have done alone (see page 31). Far Skate Foundation The Rotary Club of the North Downs MADaboutART On Call Africa High Hopes for Children ## _‘Individually we are a drop, together we are an ocean.’_ - Ryunosuke Satoro Our generous and diverse donors - who help us remain non-donor dependent and kindly contribute their financial resources to support the wellbeing of children around the world. **----- Start of picture text -----**
29 regular donors helped us
raise ~ £300 / month in Year 5
Our regular donors have made a
huge difference in helping us build
financial stability, which enables us
to plan ahead and build
organisational sustainability.
£40,298
Total Income,
Years 1-5
£9,718
Total Income, Year 5
£3,327 (34%)
of Year 5 income was received specifically
for the India Project. These contributions
were received from:
26 individuals from these countries:
UK - 14 , USA - 4 , Spain - 4 , Italy - 2 , Brazil - 1 , Fiji - 1
11 of them are our regular donors who kindly donated additional funds towards this project,
& 1 organisation: Many thanks to The Tides Foundation for their grant and to Genevieve
Vaughan who facilitated this grant and who continues to teach and inspire us about The Gift
Economy and also provided RSP with a public platform to present our work at the
International Maternal Gift Economy forum in May 2023 (more on this in next year’s report) .
**----- End of picture text -----**
Other supporters - who share valuable information, encourage and champion our work, and help raise awareness and engagement on the importance and value of play in children’s lives. **----- Start of picture text -----**
333
140
67
Year 1 Year 2 Year 3 Year 4 Year 5
We stopped and re-started Facebook here, hence the drop to zero in March 2022
**----- End of picture text -----**
Page 36 Page 37 ## **Compliance & Numbers** 3 LEGAL & FINANCE Page 3 Page 38 **FINANCIAL REVIEW** ## **RSP Reserves Position** ## **RSP FINANCIAL POSITION AS AT 31.03.2023** ||_This year_
_2023_|_Last year_
_2022_| |---|---|---| |Total Income|9,718|8,305| |Total Expenditure|8,019|2.345| |**Net Income**|**1,699**|**5,960**| This year marks the beginning of our new 3-year strategy. In the first four years, from 2018-2022, we worked to build foundations, reserves and learnings. In this new strategy period, we have begun to invest funds more heavily. Our expenditure in the first four years was low (£3,531 in total) but, in line with our new strategy, expenditure this year has increased nearly three-fold (£8,019) and has been spent primarily on pilot play projects. We continued to raise a high level of income (£9,718 this year) and thus made a net gain of £1,699 which will increase our reserves and enable us to plan future activities with assurance. The strong current position we are in is thanks to the generosity and kindness of our donors, the financial strategies we have set and the diverse income streams we continue to grow and maintain. **----- Start of picture text -----**
Years 1-4 Year 5
**----- End of picture text -----**
Reserves are funds accumulated over the years (charity savings) held to be used in the future in furtherance of our stated charitable purposes. RSP’s reserves position as at 31st March 2023 is as follows: ## **TOTAL RESERVES - £28,749** **Restricted Reserves** - **£0 Unrestricted Reserves - £28,749** _These are funds that carry Funds available for the charity to use donor imposed restrictions_ **Designated Reserves - FREE RESERVES - £22,899 £5,850** **Designated Reserves** are funds earmarked by Trustees for specific purposes. RSP trustees have designated £22,899 in this strategy period which will end on 31 March 2025. These funds have been committed to facilitate organisational sustainability and to build on the pilot projects carried out this year and develop them into sustainable programmes: ||£|_More information on pages:_| |---|---|---| |**Operations:**
**IT:**Fixed Asset - £
899
**Capacity building**- £3,000|3,899|**IT:**Page 45 (Note 3
**Capacity building:**Page 13 (Objectives 3 & 5)| |**Programmes:** The Panel Programme|6,000|Pages 12 (Year 6 Objective 2),16-19| |**Programmes:** APT in the Play Space|5,000|Pages 20-23, (Year 7 Objective), 20-23| |**Programmes:** India Play Project|5,000|Pages 24-27, (Year 7 Objective), 24-27| |**Programmes:**_Other Awareness Raising and_
_Advocacy activities_|3,000|Page 13, (Objective 4)| |**Total Designated Amount:**|22,899|| ## **RSP Reserves Policy** **Free Reserves** are the part of the charity’s unrestricted funds that is freely available to spend on any of the charity’s purposes and are set in line with our Reserves Policy. During the first 4 years of operation, our Reserves Policy was to build up sufficient reserves, whilst building organisational capacity, to ensure a secure and sustainable launch into our new strategy. Our Reserves Policy in this new strategy period is to hold free reserves of about £6,000, to support: **1. Management of the charity** – including governance and other management costs. **2. Management of potential risks** – including technological, fundraising and other operational risks. **3. Organisational improvement** – including investment in capacity building and other external resource requirements. **4. Collaboration opportunities** – to ensure that value adding opportunities are not lost due to lack of funds. Page 40 Page 41 **FINANCIAL STATEMENTS** ## **BALANCE SHEET** **STATEMENT OF FINANCIAL ACTIVITIES (SOFA)** _for the year ended 31 March 2023_ |**_Five Year Summary:_**|_2023_|_2022_|_2021_|_2020_|_2019_| |---|---|---|---|---|---| |Total Income|9,718|8,305|8,542|5,563|8,170| |Total Expenditure|-8,019|-2,345|-461|-680|-45| |**Net Income**|**1,699**|**5,960**|**8,081**|**4,883**|**8,125**| |Page 42|||||| _as at 31 March 2023_ |**_Five Year Summary:_**|_2023_|_2022_|_2021_|_2020_|_2019_| |---|---|---|---|---|---| |**Total Charity Funds**|**28,749**|**27,050**|**21,090**|**13,009**|**8,125**| |Page 43|||||| ## **NOTES TO THE ACCOUNTS** **Note 1: Total Income -** Total income in year 5 was £9,718, of which £3,327 was restricted income received specifically for the India Pilot Project. See page 37 for a breakdown of the diverse sources of income received this year. **Note 2: Expenditure on Charitable Activities -** Total charitable expenditures costs in year 5 were £7,984, of which £3,327 was restricted to the India Pilot project in line with the income received. Support costs incurred are detailed below and have been re-allocated to charitable expenditure in line with SORP (FRS102). ||||| |---|---|---|---| |**SUPPORT COSTS:**|||| |Governance costs- trustee meeting costs|**140**||| |Operational costs- IT & printing costs|**1,020**||| |**Total Support Costs**|**1,160**||| |

Support costs are re-allocated to charitable activities based on activity expenditure:|||| |**CHARITABLE ACTIVITIES COSTS:**|Original cost|+ Support costs|Total costs| |Pilot Play Project, South Africa*|**250**|**42**|**292**| |Pilot APT Play Project, UK|**1,170**|**199**|**1,369**| |Pilot Play Project, India|**4,353**|**740**|**5,093**| |Pilot ‘Creating ChangeMakers’ Internship|**990**|**168**|**1,158**| |Other Charitable Activities - Playground Ideas|**61**|**11**|**72**| |**TOTAL COSTS:**|**6,824**|**1,160**|**7,984**| *Most of the costs for the pilot play project in South Africa were paid out last year. See below a picture of the lifetime project expenditure (excluding support cost allocations). ## **TOTAL PROJECT COSTS:** **76%** of this cost ( £3,327 ) was supported through funds raised specifically for the India project. **Note 3: Fixed Asset -** IT equipment, computer bought in year 4, at a cost of £1,499, less annual depreciation of £300 / year, resulting in a net asset value of £899 this year. **Note 4: Debtors -** The total debtors balance this year is £2,058, this is made up of: (i) Tides Foundation grant of £927 towards the India pilot play project, and (ii) Gift aid accrual of £1,131 claimed in year 6 that related to year 5 income. **Note 5: Creditors -** The total creditors balance this year is £500, this relates to the final funds payable to MADaboutART on completion of the project in January 2024. **Note 6: Charity funds (reserves) -** A total reserves balance of £28,749 is held as at 31[st] March 2023, made up of £22,899 designated funds and £5,850 free reserves (see page 41 for more details). Page 44 Page 45 **DISCLOSURES TO THE ACCOUNTS** ## **ACCOUNTING POLICIES** ## **a ) Volunteer and other contributions** The contributions outlined below do not include contributions made by collaborative organisations and their associated volunteers. ## **b ) Governance Costs & Trustee Renumeration** Total Governance costs of £140 this year (2022 - £58) includes £117 meeting costs incurred by Trustees & £23 incurred through youth participation on trustee meetings. No costs were incurred on programme monitoring visits, all travel expensed related to project implementation. Trustees received no remuneration for professional services provided to or on behalf of RSP. The Trustees neither received nor waived any emoluments during the year (2022 – £Nil). ## **c ) Trustee Expenses & Related Party Transactions** ## Out-of-pocket expenses were reimbursed & waived to trustees as follows: - 2 Trustee were reimbursed a total of £882 for costs related to Pilot Play Project Implementation Activities, such as travel and project materials. (In 2022, £1,535 relating primarily computer equipment). These trustees also personally contributed a value of £1,000 towards charitable expenditure (£750 towards the India pilot project and £350 towards operational costs). As a small charity, with limited resources, RSP achieves its aims through collaborative relationships with organisations and individuals, and gains support through the Trustees' personal and professional networks. These relationships support, strengthen and help RSP meet its aims. There is thus a risk of potential or perceived conflicts of interest arising from related party transactions. RSP mitigates these risks through robust policies and procedures to ensure that there are no arising conflicts of interest through such relationships. **a. Statutory information -** RockStone & Pebbles (RSP) is a Charitable Incorporated Organisation (CIO) registered with the Charity Commission for England and Wales. Further details are given in the ‘Reference & Administrative Details’ section. **b. Basis of preparation -** 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 2015) - (Charities SORP FRS 102), and the Charities Act 2022. The financial statements have been prepared to give a ‘true and fair’ view. **c. Public benefit entity -** The charity is a public benefit entity. The ‘RSP Public Benefit Statement’ in the section above demonstrates how RSP meets the definition of a public benefit entity. **d. Going concern -** The trustees consider that there are no material uncertainties about the charity's ability to continue as a going concern. **e. Income -** Income is recognised when the charity has entitlement to the funds, any performance conditions attached to the income have been met, it is probable that the income will be received and that the amount can be measured reliably. **f. Tax reclaims on donations -** Gift Aid received is included in income when there is a valid declaration from the donor. Any Gift Aid amount recovered on a donation is considered to be part of that gift and is treated as an addition to the same fund as the initial donation unless the donor or the terms of the appeal have specified otherwise. **g. Donations of gifts, services and facilities -** In accordance with the Charities SORP (FRS 102), volunteer time is not recognised in the Financial Statements as the value cannot be reliably measured. Refer to the Notes to the Accounts and the Trustees Annual Report for information on volunteer contributions. **h. Staff costs -** There have been no employees who received employee benefits of more than £60,000. The average head count (number of staff employed, not volunteered) was equivalent to 0.06 of 1 FTE. **i. Fund accounting -** Fund accounting principles have been applied, separating restricted and unrestricted funds, and unrestricted funds further into designated and free reserves (see pg. 41). **j. 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. Expenditure is classified under: � Costs of raising funds relate to the costs incurred by the charity in inducing third parties to make voluntary contributions to it, as well as the cost of any activities with a fundraising purpose. � Charitable activities includes the running costs undertaken to further the purposes of the charity and direct costs of charitable activities undertaken. Irrecoverable VAT is charged as a cost against the activity for which the expenditure was incurred. **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. **l. Tangible fixed assets -** Items of equipment are capitalised where the purchase price exceeds £500. Depreciation costs are allocated to activities on the basis of the use of the related assets in those activities and is calculated on a straight-line basis. **m. Debtors -** Debtors are recognised at the settlement amount due. **n. Creditors and provisions -** 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. **o. Collaboration policy -** aims to share resources, such as expertise, volunteer contributions and funds, between organisations and individuals, to build sustainable partnerships and programmes, all guided by project plans and memorandums of understandings between parties. Page 46 Page 47 ## **Reference & Administrative Details** Charity Name: RockStone & Pebbles (RSP) Charity Registration Number: 1177973 Charity Registration Date: 16 April 2018 Registered Offce: 8 Cyclamen Road, Kent BR8 8HJ Trustees: Juliette Liebi, Meera Patel, Anna Petruccelli ## **Structure, Governance & Management** **Governing document -** The charity was established and set up as a Charitable Incorporated Organisation (CIO) on 16 April 2018. It is governed by its constitution which sets out the objectives and powers of this CIO. **Recruitment & Appointment of new trustees -** The constitution stipulates a minimum of two trustees, there is no maximum number of trustees that must be appointed. Apart from the founding charity trustees, every trustee must be appointed by a resolution passed at a properly convened meeting of the charity trustees. Trustees will be recruited on the basis of the skills, knowledge and experience needed for the effective administration of the CIO. **Management -** The founders, Juliette Liebi and Meera Patel, who are also trustees, manage the operations and activities of the charity on a voluntary basis.They are supported by a third trustee, Anna Petrucelli, in RSP’s governance. RSP is also supported by volunteers and partners in areas of management and the implementation of programmes. **Risk Management -** The trustees have a Risk Management framework in place to identify and review the risks the charity is exposed to and they ensure that appropriate mitigation plans are in place to safeguard the organisation and the people impacted through and involved in the work of RSP. ## **RSP Charitable Purposes for Public Benefit** RSP’s charitable objects are as summarised below: (i) The prevention or relief of poverty anywhere in the world - At RSP we do this through supporting vulnerable children to access their fundamental, human right to play as enshrined in Article31 UNCRC(United Nations Convention on the Rights of the Child). (Ii) To promote the effciency and effectiveness of other initiatives working towards objectives similar to (i) above - We adopt a deeply collaborative approach, find synergies, share skills, knowledge, resources and opportunities with value aligned organisations and initiatives to support one another in meeting our shared aims and grow stronger together. **RSP Public Benefit Statement -** RSP purposes satisfy the public benefit requirements, in line with the Charity Commission’s guidance on public benefit. There has been no harm or private benefits arising from carrying out these purposes. RSP provided public benefit this year by positively the lives of vulnerable children across the world; and by improving the efficiency and effectiveness of RSP and other non profit organisations and initiatives through partnering on programmes and sharing skills, knowledge and expertise with each other. ## **Trustees’ Statement of Responsibility** The trustees of RockStone & Pebbles (RSP) are responsible for preparing the Trustees’ Annual Report and the Annual Accounts in accordance with applicable law - Charities SORP (FRS 102) and the Charities Act 2022 – which give a true and fair view of the charity’s activities. In preparing the financial statements, the trustees must: - Select and consistently apply suitable accounting policies; - Observe the methods and principles in the Charities SORP (FRS102); - Make reasonable and prudent judgements and estimates; - Prepare the financial statements on the going concern basis unless inappropriate to presume the charity will continue in operation. The trustees are responsible for keeping proper accounting records and for safeguarding the assets of the charity by maintaining robust internal controls to mitigate the risk of fraud, error and other irregularities. The trustees accept and carry out these responsibilities. ## **Approval of Trustees Annual Report** The Trustees’ Annual Report has been approved and signed by all trustees of the charity, RockStone & Pebbles, on 23rd January 2024: **----- Start of picture text -----**
Juliette Liebi Meera Patel Anna Petruccelli
Trustee & co-founder Trustee & co-founder Page 9 Trustee since 2020
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Page 48 _**Imagine a world without barriers to play** … where children have spaces to express themselves, explore and experiment with things that interest them, are motivated to their natural talents in a develop collaborative and compassionate way…what would such a world look like? Would children be able to participate in decision making more and come up with innovative solutions that we as adults may not be capable of imagining? Would a more equitable society emerge? Would there be less division and discrimination, would adults embrace differences and diversity more positively? Would more sustainable solutions to global challenges of our day emerge?_ > _Pages 52-55_ PILOT PLAY PROJECT 1 In collaboration with MADaboutART _In Knsyna, South Africa_ > _Pages 56-59_ PILOT PLAY PROJECT 2 In collaboration with Kimmy Spreadborough & Far Skate Foundation, _In Whitstable, UK_ > _Pages 60-65_ PILOT PLAY PROJECT 3 Implemented by RSP trustees _In Gujarat, India_ _Page 66_ Article _‘A Child’s Right to Play’_ Written by RSP’s Young Volunteer, _Siyona Patel_ , _for her sixth form school newspaper Page 67_ Article 31 UNCRC Information piece & Painting by RSP’s Young Volunteer, _Siyona Patel Pages 68-69_ Make a Hopscotch in your community! 4 Picture Stories Page 3 Page 50 SOUTH AFRICA Pik)t Play Project 1 kl J &2FED IOIL SOUTH AFRICA Pilot Play Project 1 RSP Lr PrepariNJ the 7T'I Boards usrrfJ APT T•dwL*• INDIA Pmot Play Project 3 Primary Prcpct Activrties: in DHABALA SCHOOL Converting an unused room into a Play Room INDIA Pilot Play Project 3 4 Floor Board Games DI ter INDIA Pilot Play Project 3 3 Wall Murals wr. py4f. (htskj WC)_ . **Article by RSP Young Volunteer:** **----- Start of picture text -----**
VOL II 31.03.23
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SPRING EDITION Editors: Farhana Baksh & Prishika Narotam ## ~~COMMUNITY THE CHILDS RIGH~~ T TO PLAY In 1989, the United Nations Convention which continue into adulthood with for the Rights of the Child (UNCRC), impacts to physical routines. dealing outlined, with the interest to protect with social situations and improved and care for children, that play, and rest mental health, along with the immediate were fundamental children’s rights. benefits to a child’s functioning. Many of us may overlook the important Similarly, a 1998 study by Pellegrini and effect play has had upon our Smith suggests that play can have both developments, with impact upon our an immediate benefit to a child, but ambitions, perspectives and wellbeing, when more frequent, can mean better even today. Play is likely to be an development or benefits which are unquestioned, often inevitable, deferred to adulthood. Play is thus experience and with how abstract and posed to be a genuine necessity for the subjective play can be, it differs from adulthood. Play is thus posed to be a child to child. For this reason, play has genuine necessity for the proper health no one specific definition amongst and lifestyles of children. Despite this, academics. At its core, play refers to an the right to play is not globally activity of leisure, done with no enforced, with lower income countries practical purpose or intention, other having limited investments into building than enjoyment. In 1997 Eppright and laygrounds and other such others, found that “play and sport in infrastructures that seek to facilitate childhood and adolescence enhance play. In other circumstances, play is development physically, mentally, and unfortunately viewed as a privilege that socially”, suggesting that play, and some cannot afford, becoming specifically sport, has substantial effects unnecessary compared to economic uponchildhood strains and other similar problems. Even in higher income countries, play is perhaps not maintained into teenage years or even into adulthood, with more pressure to “grow-up “quicker and false notions of what play tends to include being perceived to be juvenile, when it can more broadly mean any hobbies or external interests which one seeks to pursue only for fun. The right to play is therefore far from universal as many charities and non-profits seek to implement and educate around it to encourage more to exercise and recognise these rights. With so much supportive evidence towards the benefits of play, it has many applications in our lives and futures, with the ability to enhance and further our capabilities, both mental and physical, as well as in it’s applications towards children and education, supporting the ultimate importance in ensuring these rights are universally realised. BY SIYONA PATEL **----- Start of picture text -----**
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Painting from a photograph taken during our India project implementation. Created by our Young Volunteer, _**Siyona Patel**_ , for RSP. The **United Nations Convention on the Rights of the Child (UNCRC)** grants all children and young people a comprehensive set of universal, inalienable, indivisible, and interdependent rights, which are interconnected and equally important. The UNCRC is the most ratified treaty in the world, governments across the world have thereby committed to ensuring that these rights are known and protected. **Article 31 UNCRC** enshrines the child’s right to play. In 2013, a UN-led review recognised that whilst “the importance of play and recreation in the life of every child has long been acknowledged by the international community” there were concerns around “the poor recognition” of the rights contained in Article 31. To address these concerns, **General Comment 17** was published with detailed guidelines for governments to support children access their right to play and demonstrate their commitment to their young citizens. The full General Comment 17 can be accessed here: https://tbinternet.ohchr.org/_layouts/15/ TreatyBodyExternal/Download.aspx?symbolno=CRC%2FC%2FGC%2F17&Lang=en. A summary of General Comment 17 created by the International Play Association can be assessed here: http://ipaworld.org/wp-content/uploads/2013/11/IPA-Summary-of-UN-GCarticle-31_FINAL1.pdf Page 67 ## _**How to do it :-**_ _Ideally, involve the children in all these activities:_ Step 1: Select a flat, level space that you will be able to paint on. Step 2: Sketch out the area for the design. Step 3: Clean and prime the area using a basic exterior primer. Step 4: Measure and draw out the hopscotch. Step 5: Paint out the blocks in different colours (2 coats) with oil based, exterior floor paint (will need turpentine to clean brushes). Step 6: The hopscotch starts with ‘I AM…’. Identify the VALUES you want to promote. We used “Brave, Intelligent, Creative, Kind, Honest, Special, Powerful”. Using different languages is also fun and educational (we used Gujarati as the 2[nd] language). ## **Materials List:** - Exterior primer paint (base) - Oil based exterior floor paints - Turpentine - Paint brushes & masking tape - Pencils/Chalk, Black marker, Ruler, String - Rags, Aprons/smocks, old clothes TIPS & TRICKS: - Oil based paints are messy! Make sure to use old clothes, and have aprons, old rags and turpentine available at hand -Tape up the borders with masking tape to keep the paint within the shapes. - For younger children, draw out the words in stencils blocks to colour in. - Buy black, white and primary colour paints (red, yellow, blue) only, as all other colours can be made from these 5 basic colours (save money and have fun mixing paints to make new colours!). - Involve children and young people of different ages and let them help each other to figure it out! We’d love to see your hopscotch! Please share it with us :) Page 68 With great gratitude to Niketa Fazal for sponsoring the paintings featured in this booklet ## _**Easy ways to support RSP:**_ - **Easyfundraising.org.uk** you shop and brands donate to our cause for free! Sign up, choose _RockStone & Pebbles_ as your cause and continue shopping as normal whilst making a difference without paying a penny. **Share your time and knowledge** - contribute your unique talents and expertise to RSP. **Connect us** - with people and organisations who are aligned with our cause and want to facilitate play in children’s lives. **Be a play champion** - spread the word that #playmatters, play is every child’s human right and it makes a positive difference in children’s lives. Share useful information & resources on play with us. See and share our resources through our social media and you tube channels; and try out some play ideas yourself! **Set up a direct debit to RSP** - help us receive commission free funds. A small regular donation of £3-£5 / month makes a big difference and helps us build organisational sustainability and plan ahead. _Bank A/C: RockStone & Pebbles Sort Code: 23-05-80 Account Number: 29219257_ _Live overseas?…In a hurry?…You can click and make a one-off, monthly or annual donation through this Paypal QR code_