## **Trustees Annual Report** **For the Period:** 1st January 2024 to 31st December 2024 **Charity Name** Gecko on the Move **Charity Number** 1188327 ## **Objectives and Activities** ||**SORP**
**reference**|| |---|---|---| |**Summary of the**
**purposes of the**
**charity as set out in**
**its governing**
**document**|**Para 1.17**|To advance the education of school age children throughout the world,
particularly, but not exclusively, in the subject of maths, by supporting
teachers and by supplying educational resources such as maths
manipulatives.| |**Summary of the**
**main activities in**
**relation to those**
**purposes for the**
**public beneft, in**
**particular, the**
**activities, projects or**
**services identifed in**
**the accounts.**|**Para 1.17**
**and 1.19**|Continued support of our project at Twende Education for All at the
children’s cancer and sickle cells units at UTH hospital, Lusaka,Zambia.
The use of maths manipulatives in centres and Making Maths Fun kits
in wards.
Tanzania
Mto Wa Mbu, Tanzania started January 6th until February 17th 2024
Teacher Training Days
Bandari - In class focus and support with new teachers at the school.
Training by Lana, a maths specialist who returned a second timeand
carried out a hands on maths workshops on Area and Perimeter. Celi
took the new teachers at Bandari and Majengo Orphanage school for
inset on the foundation of maths and how to use the manipulatives in a
variety of ways. Majengo increased their amount of manipulatives this
year.
Michael, a volunteer teacher from Kenya replaced our GOTM teacher
who was on maternity leave for a period of nearly three months.
Michael received GOTM training and support in classes at Bandari and
assisted in launching new projects in Mto Wa Mbu. Michael also carried
out observation lessons at St Constantine's international school.
GOTM carried out weekly maths lessons and training at Majengo
Orphanage School.
We distributed100 charts to other schools in Mto Wa Mbu- Blackstone,
Naserian School and Children Concern Orphanage School. Michael, our
volunteer teacher from Kenya, carried out weekly inservice and lesson
demonstrations for a month with the staff at these schools. The hope is
to support these schools more in the future.| |||
Mama Anna’s School teachers came to visit and watch some maths
lessons at Bandari with the intention of us carrying out training in the
future.
Kenya
We returned to Cornerstone school in Mombasa bringing more
resources and modelling lessons to each year group. We had a
volunteer teacher from Switzerland who came for a couple of days to
support. Their space is still very limited but since we were there they
have secured bigger premises.
Future Volunteering Partnerships
In November, we made connections with RMIT University for potential
partnerships with the School of Education. The intention is to present a
package to education students and provide training to them as
volunteers for 2-4 week projects at current partners in East Africa.
As the university year is ceasing in late 2024, this will be followed up
for potential volunteers in 2025 and beyond.
Benefts to both parties i.e. teaching placements for university students
and support for our partners in East Africa which could then be
modelled for other potential universities.| |---|---|---| |**Statement**
**confrming whether**
**the trustees have**
**had regard to the**
**guidance issued by**
**the Charity**
**Commission on**
**public beneft**|**Para 1.18**|All trustees are aware of the public guidance beneft and have read it.| ||**SORP**
**reference**|| |---|---|---| |**Contribution made**
**by volunteers**|**Para 1.38**|Contribution made by volunteers: 21 not including trustees
Celi Harper volunteered at all projects in Kenya and Tanzania. Celi is
the founder of GOTM and the coordinator on the projects. During that
time she held teacher inset days on Mathematics, language,
Mindfulness and the Rights of the Child.
Lana an international primary maths teacher and specialist returned
again this year to Bandari. Lisa, a qualifed teacher from Ireland
volunteered for 2 weeks. Their expertise was invaluable to GOTM and
the local teachers.| We were also fortunate to have Steph from France as our photographer - capturing some great pictures for our updated website and social media. 13 girls and 3 teachers from an international school in France also came to volunteer with GOTM at the Bandari project. The girls assisted in maths lessons at Bandari and also supported by carrying out their own personalised projects within the school and with the children. Michael from Kenya, volunteered with GOTM for three months in Tanzania, he was trained in GOTM maths manipulatives use and teaching methods. He carried on for an additional month in Tanzania after the GOTM coordinator moved on to the Kenya projects. He carried out new outreach programs in other schools in Mto Wa Mbu. In Kenya, we had two teachers from Switzerland who volunteered for 2 days. ## **Achievements and Performance** ||**SORP**
**reference**|| |---|---|---| |**Summary of the**
**main achievements**
**of the charity,**
**identifying the**
**diference the**
**charity’s work has**
**made to the**
**circumstances of its**
**benefciaries and**
**any wider benefts**
**to society as a**
**whole.**|**Para 1.20**|Achievements and Performance
The charity has achieved remarkable progress in advancing
education and improving the circumstances of its benefciaries
across Zambia, Tanzania, and Kenya. Below is an overview of its
main accomplishments and the diference its eforts have made:
**Zambia**
●**Twende Education for All**: Continued support at the
children’s cancer and sickle cell units at UTH Hospital in
Lusaka provided critical educational opportunities and
recreational relief.
●**Maths Manipulatives and Kits**: The implementation of
"Making Maths Fun" kits and maths manipulatives in
hospital wards and learning centers has brought
engaging, hands-on learning to children facing signifcant
health challenges, fostering a sense of normalcy and joy
in dificult circumstances.
**Tanzania**
●**Teacher Training at Bandari and Majengo**: The| hands-on maths workshops and in-class support for teachers enhanced their confidence and ability to deliver engaging lessons. The increased use of manipulatives has strengthened foundational maths skills in students, promoting active learning. - **Expanded Outreach** : The distribution of 100 charts to schools such as Blackstone, Naserian School, and Children Concern Orphanage School introduced vital resources to underserved institutions, complemented by weekly in-service training and lesson demonstrations for 2 months. - **Volunteer Contributions** : Michael, a trained volunteer from Kenya, ensured continuity of the program during staff leave and initiated new projects, broadening the charity’s impact in Mto Wa Mbu for 3 months. - **Future Collaboration** : Engagement with Mama Anna’s School and their interest in observing and adopting the program's methods paves the way for further training and wider adoption of effective teaching practices. Investigate collaborating and having a base at Naserian Maasai school. ## **Kenya** - **Cornerstone School in Mombasa** : Continued support, resource provision, and model lessons for each year group contributed to improved teaching standards and student engagement. Notably, the school has since secured larger premises, indicating a positive trajectory influenced by the charity’s involvement. - **International Volunteer Support** : Collaboration with a Swiss volunteer teacher underscored the charity’s ability to bring global perspectives to local education challenges. ## **Wider Benefits** The charity’s initiatives have: - Strengthened the teaching capacity of educators through practical training and resources. - ● Enhanced students' mathematical skills, confidence, and love for learning. - ● Contributed to the holistic development of vulnerable children, particularly those facing health and socioeconomic challenges. - ● Fostered cross-border collaboration, creating a ripple effect of improved education practices and resource accessibility in underserved communities. By bridging educational gaps and empowering teachers and students, the charity’s work has not only transformed individual lives but also contributed to broader societal benefits, laying a foundation for sustainable development in the regions it serves. **WebsiteDevelopment** Our new website has been a major achievement, offering a user-friendly, mobile-responsive design that makes it easier for visitors to navigate and engage with our work. Key improvements include a streamlined donation system, enhanced accessibility features, a dedicated resource center, and improved visibility through SEO and social media integration. Since the launch, we've seen increased traffic and engagement, helping us connect more effectively with our community and supporters. ## **Financial Review** |**Financial Review**||| |---|---|---| ||**SORP**
**reference**|| |**Review of the**
**charity’s fnancial**
**position at the end**
**of the period**|**Para 1.21**|Money in the account at the start of the fnancial year 2024 = 4125
GBP
Ingoings (donations and sponsors) = 5129
Outgoings Jan to Dec 2024 = 2185 GBP
Money left in the account in Dec 2024 = 7096.98
UK =2128.71
Australia = 910
USA =90
Ireland = 2000
**Breakdown**
Donations 4128.71
Charitable Activities 910 (movie night)
Other trading activities| ||Investments
Other USA (Shipping) 90
**On the Ground spending in East Africa**
Kenya 397.59
Tanzania 1019.57
Ground costs total =3855
Admin IT - 767
Total 2185 GBP
**Statement**
**explaining the**
**policy for holding**
**reserves stating**
**why they are held **
**Para 1.22**The money held in the account is to be used for further projects in
2025 in Kenya, Tanzania and Zambia - looking to employ full time
local staf in the future, also look at the possibility of creating a
learning hub.
**Amount of**
**reserves held**
**Para 1.22**
Amount of reserves held = 7096.98
**Reasons for holding**
**zero reserves**
**Para 1.24**
**N/A**
**Explanation of any**
**uncertainties**
**about the charity**
**continuing as a**
**going concern**
**Para 1.23**
As we highlighted each year, the uncertainty surrounding the
availability of volunteers persists due to the rising cost of living
worldwide. These economic challenges have not only increased the
expense of running our projects but have also led to a decline in
donations and a reduced capacity for individuals to volunteer their
time and resources.
To ensure the sustainability and growth of our initiatives, it is
imperative to invest in reliable, dedicated local staf on the ground in
each country. Our goal is to place a GOTM local hire in Zambia and
Kenya over the next few years to further develop and strengthen our
projects in these regions. This strategic move will enable us to
maintain continuity, deepen community connections, and expand our
impact.
Notably, Zawadi, our GOTM part-time teacher in Tanzania, did not| |---|---| return to work with us after her maternity leave. Instead, she resumed her career as a part-time head teacher at Bandari School. While this was a significant change, it highlights the value and growth opportunities created by our training and support. However, Zawadi’s departure has created a gap in our team, and we now face the urgent need to identify and train a new local hire for Tanzania. This process requires not only finding a candidate with the right skills and passion for education but also providing them with comprehensive training to ensure they can continue the impactful work Zawadi began. This transition underscores the importance of sustained investment in capacity building to maintain and grow our projects. However, achieving this goal hinges on securing adequate funding. We need support to make these critical hires, which will provide the stability and expertise necessary to build on our successes and ensure long-term benefits for the communities we serve. In 2025, we will be shifting our focus away from Bandari School, where we have proudly provided support for the past seven years. While we are grateful for the strong partnership and the positive impact made during this time, we recognise the importance of extending our reach to other communities in need. Our primary focus moving forward will be on supporting new and emerging NGO-run schools in the Mto wa Mbu region, with a particular emphasis on schools serving Maasai communities. This strategic shift allows us to continue making meaningful, targeted contributions where they are most needed. ## **Additional information** ||**SORP Reference**|| |---|---|---| |**The charity’s principal**
**sources of funds (including**
**any fundraising)**|**Para 1.47**|**Private sponsors and**
**donations**
**Edx Education**
**Social media funding**| |||| |---|---|---| |**A description of the**
**principle risks facing the**
**charity**||**Funding - applying for grants**
**Obtaining volunteers and**
**coordinators**
**Increased costs of food,**
**transport and accommodation**
**on projects**
**Potential partnerships |**
**Universities**
**Obtaining and training**
**volunteers for the future**| ## **Structure, Governance and Management** |**Descriptions of Charities Trust**|SORP Reference|| |---|---|---| |**Type of Governing Document**|Para 1.25|Constitution| |**How is the charity constituted**|Para 1.25|CIO- Charitable Incorporated Organisation| |**Trustee selection methods**
**including details of any**
**constitutional provisions e.g.**
**election to post or name of**
**any person or body entitled to**
**appoint one or more trustees**|Para 1.25|No new trustress in 2024| |Relationship with any other
parties|Para 1.5|●Edx Education
●Grantells Uk
●St Constantine's School, Arusha
●UWC School Arusha
●Twende Education for All
●Smalls for All
●Bandari Project School
●Cornerstone School, Mombasa| Gecko on the Move 2024 Jn GBPouDds Feb Matrh Jth Nov Recejpts Oniille Fulldratsitig Futthillg evellts Generdl Donaiions Shippuig kits Tothl R¢venu¢ Flights Accommodation Visa Costs Roadl Sea Traiwrt F(N)d Iwakr Phon¢lInt¢m¢l Shipping I POsi48¢￿K¢ts$ h8go8¢ 2,104.39 24.32 910 90 2.104 934 747.19 178. 72. 24.( 147.(J) 25.( 31.(Xi 250.fAI 181.¢XI 47.33 142.(1) 202.(X) Volunteercosts Teachels Salary, irnmigration Educational resourcts Profesyionai Development Mi5C Insurance TnLSt¢e Costs 4.C 39. Totsl Exp¢nS¢81 21&M 431. 47.33 J4149 3A41 2610 747.19 00 Profil and loss -306.(MI 1,894.39 431.¢XI 886.99 -142.(x) o.( 0￿]rt￿ Balatsc¢ 4,125.13 3,819.13 5,713.52 5282.52 6,169.51 6,027.51 Clositig ba1￿ce 3,819.13 5,713.52 5282.52 6,169.51 6,027.51 6,027.51 o.(K) 6,027.51 027.51 -35.¢XI -262.Tr1 0.￿ 1,252.81 0,027.51 5.992.51 5,730.51 5,730.51 5,992.51 5,730.51 S,730.51 6,983.32 90.00 6,983.32 7,073.32 0.00 7,073.32 7,073.32