Trustee Annual Report and Accounts For the period 6 June 2020 to 31 August 2021 www.learningwithparents.com A registered charity (CIO). Charity number 1189812 Every child is supported at home to fulfil their potential. We are narrowing the attainment gap by supporting all parents[1] and carers to engage in their children’s learning. We do this by leading a group of organisations to improve home learning across the sector, as well as by providing a parental engagement programme to primary schools. _1 We use the term parents to mean anyone that has parental responsibility for the child_ |Contents|| |---|---| |Message from our Chair|2| |Welcome from our CEO|3| |Parent case study|4| |The problem|5| |Our solution|7| |System leadership|9| |The impact of our work|10| |Across the UK|11| |Teacher case study|12| |Reference & administrative details|13| |Trustee annual report|14| |Independent examiner’s report|22| |Statement of financial activities|23| |Balance sheet|24| |Notes to the accounts|25| |Thank you|32| ## Message from our Chair **I am incredibly proud that our data shows the significant impact we are having on over 8000 families across the UK. But what excites me most is that this is just the start for our dynamic young charity.** This is our first Trustee Annual Report and I am delighted to share the incredible work of the organisation. Back in 2019, one of the big hurdles we foresaw was persuading people that a fair education system needed to look beyond the fantastic work done by schools. The closing of schools during the pandemic caused incredible disruption and hardship, but it did also act to focus minds on the role of parents in children’s education. Combined with unwavering support from Credit Suisse, Zing, The Fair Education Alliance and others, this shift in focus has allowed us to drive forward a new vision for an education system in which every child can fulfil their potential. ## **A huge moment in time** We find ourselves at a profound moment in the future of our children’s education. It would be easy to return to the system we had before the pandemic, in which poor children fall behind their peers, entrenching multigenerational poverty. But we have a unique opportunity now to build a fairer way of supporting parents, a fairer education system and a fairer society. ## **• If we act now, we can transform the way that families are supported** - **If we act now, we can bounce back stronger from the effects of COVID-19** ## **• If we act now, we can build a fairer education system for generations to come** **Amy Mitchell** **Chair of Trustees, Learning with Parents** ## Welcome from our CEO **2021 was meant to be the year after the pandemic. But things have not got easier for children, parents, teachers and everyone else affected by COVID-19. Disadvantaged families continue to be hit the hardest.** That is why charities like Learning with Parents are so crucial. We stand with the families who face the biggest barriers to engaging in their children’s learning. Families that are too often dismissed as “hard to reach”. As I look back over the last year, I am incredibly proud of the work we have done. With support from the National Lottery, Credit Suisse and others we developed a new platform, ensuring that families across the UK had accessible resources to support their children’s learning. We have developed our approach to motivating and empowering all families through projects with Nesta and the University of Chicago. Through our partnerships with schools – and our collaboration with like-minded organisations – we are changing the narrative around parental engagement in disadvantaged communities. On behalf of all the team, I am delighted to welcome you to our Trustee Annual Report, highlighting the work of Learning with Parents in 2021. **Tom Harbour** CEO, Learning with Parents ## We have fun with the activities as a family Before our son started school, we were wondering how we’d be able to encourage him to sit down and do his home learning together. As parents we’re often busy and it’s hard for us to know exactly what he’s learning at school and how we can extend his learning at home. Using Learning with Parents helps us do this. We find the videos really helpful, and they remind our son what he’s been learning at school. Often while we watch the video he’ll say, “Yes, yes, we did this with our teacher!” He then tells us more about his day at school and can connect his learning there with us at home. He’s always excited that he’s familiar with the topic and is often keen to teach it to us too. The repeating patterns game was one of his favourites, and he was keen to challenge himself and show us he can do patterns with even more objects. The sharing fairly game was another favourite, and we used things from around the home for this one too. He certainly likes using his toys for games and getting to choose what to use! He’s really motivated by the reward scheme and loves collecting things for his character. He got a trophy called “Winter Winner” recently and got very excited, now he is looking forward to getting more such trophies into his cabinet. He also really like collecting stars - he’s on 33 already and says he is hoping to get to 100. We have fun with the activities as a family, and we hope to have lots more to play! _Deepak and Durga’s son is in his first year at Rotherhithe Primary School, London_ ## The problem There are **1.7 million children** living in **poverty** in the UK2 These children are more likely to fall behind in education. This impacts on their future life chances and continues the cycle of poverty 5 https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics 2 ## What causes the achievement gap by age 11? **----- Start of picture text -----**
3
**----- End of picture text -----**
linked to school linked to parents due to other factors **Despite all families having** ## The effect of COVID-19 **----- Start of picture text -----**
By the end of primary school
poorer children
are, on average,
9 months behind
their more affluent peers
(EPI, 2020) 4
**----- End of picture text -----**
Facing incredibly difficult circumstances, teachers and parents have stepped up to support children across the country. However, the pandemic has exposed the greater number of challenges faced by children in disadvantaged areas. In particular, the last year has laid bare the different levels of support that children receive at home. Worryingly, children from disadvantaged backgrounds experienced an extra month of learning loss in reading and an extra 0.5 months in maths compared to their better-off peers (DfE, 2021). This is equivalent to undoing a third of the progress made in the last decade on closing the gap in primary schools (National Literacy Trust, 2021). > 3 Poorer children’s educational attainment: how important are attitudes and behaviour?,IFS, 2010, _https://www.jrf.org.uk/sites/default/files/jrf/migrated/files/poorer-children-education-full.pdf_ 4 Education in England: Annual Report 2020, EPI, 2020, _https://epi.org.uk/publications-and-research/education-in-england-annual-report-2020/_ ## Our solution Our programme’s mission is to develop parents’ engagement in their child’s learning and support all families to have enjoyable learning experiences together Learning with Parents improves schools’ parental engagement through homework. Teachers schedule our child-led videos and hands-on activities for families to play at home 7 ## **Teachers set topics** **----- Start of picture text -----**
These are shared with
parents via our platform,
replacing homework
**----- End of picture text -----**
## **Families learn together** **----- Start of picture text -----**
They watch child-led
videos and play fun, offline
activities together
**----- End of picture text -----**
**Parents share feedback** **----- Start of picture text -----**
Families share comments
and photos with their
class teacher
**----- End of picture text -----**
## **All parents want the best for their children, but some require more support to turn their good intentions into daily habits and routines.** To ensure all families are supported to learn together at home, we have designed our programme around three key steps: motivate, empower and reflect: ## **Our programme helps schools to** **----- Start of picture text -----**
Motivate Reflect
Empower
families and teachers to develop all families to engage in to develop and improve parental
parental engagement in learning learning together engagement
• Easy to use on all devices
• Child reward scheme • Child-led videos • Comments and photos
• Teacher training • Offline activities requiring few • Engagement by pupil groups
• Behavioural nudges resources • Termly impact summaries
• Fun for all the family
**----- End of picture text -----**
## System leadership ## **We are a charity with a big vision.** **----- Start of picture text -----**
We trained
400
teachers
through our online parental
engagement events
**----- End of picture text -----**
A big vision that no single organisation will be able to achieve by working in isolation. By collaborating with other organisations, we aim to build a fairer education system for all. ## **Sharing and learning** Together with the Fair Education Alliance we founded the Parental Engagement Forum. The forum is a diverse range of organisations from large, national charities to place-based organisations working deep in local communities. Together we network, share best practice and explore the research about supporting disadvantaged families. ## **Collaborating on resources** Through developing our core programme, we have become experts in designing and creating resources that empower all families to engage, particularly those facing the biggest barriers. We have used this expertise to support organisations across the last year, including Oak National Academy, BBC Bitesize and Tapestry’s ‘Summer of Play’. ## **Supporting practitioners** Highly trained practitioners, working deep in their local communities, have huge potential to support those parents facing the biggest barriers. However only 10% of teachers have received parental engagement training (PTA UK, 2017). We have run free best practice sessions for practitioners in collaboration with NRICH, EEF and others. ## The impact of our work **----- Start of picture text -----**
90%
of teachers said the 123,000
programme supports parents comments were left by
to engage more effectively in pupils and families, giving
their child’s learning teachers an insight into the
child’s learning at home
“Aidan taught us all how to
play the game. He was really
“I enjoy the time I spend
enthusiastic about it. We
with my daughter doing
had a lot of fun and a lot of
these, and it helps me
laughs guessing each other’s
understand what she’s doing
equations”.
in school,”
Laura, parent Aidan’s parent, Kingfishers”
2020-21
84%
of teachers said the
16,800
programme helps pupils
photos shared by families to
embed their understanding
show teachers their learning
of the topics
at home
“The children really enjoy
doing the activities with their
parents.
“I most enjoy spending time
with my child in a proactive The parents feel confident to
manner which I know will do things at home that they
help in their learning”. might not ordinarily think of
Kiran, parent trying”
Megan, Year 2 Teacher
**----- End of picture text -----**
## Across the UK children and their families using our programme in Yorkshire and the Humber activities explored at home across the country families of children eligible for Pupil Premium using the platform teachers across the country accessing our support classes across London activities played in the Southwest ## Teacher case study **We have families using the platform and engaging in their child’s learning that wouldn’t usually be confident in helping their child with homework** There is one child in my class whose parents don’t speak much English. I have been so pleased to see her completing the activities and uploading photos as I don’t think they would normally have the confidence to help with home learning. It’s clear to me they are really trying to support her. A lot of our families struggle to support their children’s learning. They do want to help, they’re just not always sure how. We’re a school in a very deprived area in Leeds and started Learning with Parents to help parents engage in learning at home. Our school has an ambitious mission that every child will go to university or a real alternative. Whilst the parents are behind this, they don’t always have the resources, knowledge, or confidence to get involved in home learning with their child. Learning with Parents is great at supporting this. We have families using the platform and engaging in their child’s learning that wouldn’t usually be confident in helping their child with ‘homework’ or home learning. They enjoy the hands-on activities as they are easy to follow and keep them engaged. The games and activities use everyday objects found around the house so families can watch the videos and then complete activities away from the computer. This is also really helpful for families that only have one device in the home. As teachers we also really like how the topics on Learning with Parents align to our curriculum. It means we can easily set topics and can schedule them in advance. Parents will often ask us ‘how do you teach this?’ and now that we use Learning with Parents, we can remind them to watch the videos and to see the methods their child has done in school. Now the foundations have been laid, we are looking forward to seeing engagement build and develop as students move through year groups and our school continues to grow. _Alice Monaghan, Dixons Trinity Chapeltown, Primary Maths Lead_ ## **Reference and Administrative Details** |**Charity Name**|Learning with Parents|||| |---|---|---|---|---| |**Registered charity number**|1189812|||| |**Type of governing document**|Constitution|||| |**How the charity is constituted**|Charitable Incorporated Organisation|||| |**Trustee selection methods**|New trustees are appointed by the existing trustees|||following a| ||recruitment and interview process.|||| |**Charity’s principal address**|Newminster House,|||| ||27-29 Baldwin Street,|||| ||Bristol, BS1 1LT|||| |**Charity’s registered address**|Newminster House,|||| ||27-29 Baldwin Street,|||| ||Bristol, BS1 1LT|||| |**Charity’s Accountants**|Multiply Accountancy|||| ||71-75 Shelton Street|||| ||London, WC2H 9JQ|||| |**Charity’s Bankers**|Metro Bank|||| ||1 Southampton Row|||| ||London, WC1B 5HA|||| |**The following trustees served**|Amy Mitchell appointed May 2020|||| |**during the year:**|Shanaj Salahuddin
appointed May 2020|||| ||Daniel Keller
appointed May 2020|||| ||Tarun Abraham
appointed November 2020|||| |**Key Personnel**|Tom Harbour (CEO)|||| ||Lucy Preston (Programme Director)|||| |**Objective**|Our charity’s purpose as set out in the objects contained in the|||| ||constitution is:|||| ||to
advance
education
for
the
public|benefit|by|improving| ||educational
outcomes
amongst
young|people,|in|particular| ||through
the
support
of
parental
engagement||in|children’s| ||learning.|||| |**Activities**|As
a charity and through partnerships,|we provide parental||| ||engagement programmes to support UK|primary schools. Our||| ||programmes support parents, particularly those in||disadvantaged|| ||areas, by providing them with videos and|activities, through our||| ||inclusive online platform. We also lead the Parental Engagement|||| ||Forum; a group of organisations mobilised to improve home|||| ||learning across the sector.|||| ## **Trustee Annual Report** The Trustees present their report with the unaudited financial statements of the charity for the period ended 31 August 2021. The charity was registered on 5 June 2020. This is the first accounting period to 31 August 2021. All our activities are undertaken to further our charitable purpose, which is to advance education for the public benefit. The Trustees have a duty to consider public benefit guidance published by the Charity Commission. We are satisfied that the purpose and activities of the charity continue to satisfy the requirements of the public benefit test set out in section 17 of the Charities Act 2011. We have demonstrated how we have worked towards our charitable purposes, by setting out our achievements during the year in our Trustees' Report (in previous pages). ## **ACHIEVEMENTS AND PERFORMANCE** This is Learning with Parents’ first year as a registered charity. From June 2016 until June 2020, we operated as Maths with Parents Ltd, a registered company. Through this company, we developed a parental engagement platform and gained expertise in supporting schools to navigate it and engage parents through it. As we grew it became more apparent that our core motivation was the pursuit of social impact rather than financial gain, so the Trustees began the process of establishing the charity. We completed the transition to a registered charity (CIO) in June 2020, under the name Learning with Parents and have spent the first year of operations successfully adapting our ways of working and strengthening our systems to ensure compliance with Charity Commission laws and best practice. We have continued our work with schools across the country, supporting thousands of children and their families to have fun, positive interactions together which promote learning and raising awareness across the sector of the crucial role parental engagement plays in closing the attainment gap. ## **FINANCIAL REVIEW** Learning with Parents’ revenue comes from our partner schools who contribute towards the costs of staff training, being set up on the platform, participating in induction sessions for the parents and teachers, accessing the platform and activities, receiving ongoing technical support and sharing relevant data and reflections to strengthen engagement. This contribution equated to £57,625 for the period June 2020 to August 2021, 21% of our total income. To supplement this income, Learning with Parents also secures funding from a number of generous corporate donors and Trust and Foundations. These included the Allen & Overy Foundation, Credit Suisse, the Dulverton Trust, Nesta, the Rank Foundation, the National Lottery Community Fund, UnLtd and Zing. This contribution equated to £222,165 for the period June 2020 to August 2021, 79% of our total income. ## **Financial Activity and Financial Position** Over the period June 2020 to September 2021, in response to schools closing during the Covid-19 pandemic, Learning with Parents waived our fees to schools and increased our investment in our programme to better support schools and families. This meant that our tech costs went up significantly and required us to take on new staff, both on the tech development and the school support sides. Meanwhile, we found it harder than normal to sell our licence fees to schools as the uncertainty around school closures impacted what would normally be our peak sales period. To manage this increase in costs and reduction in income from schools during the Covid-19 pandemic, we applied for more grant funding to cover our increased tech costs and capitalise on the additional funds available as companies and foundations rallied to support the response to the Covid-19 crisis. Maths with Parents, the parent company to Learning with Parents, also secured a Bounce Back Loan from the Government which allowed us to keep meeting the needs of disadvantaged families. During this period, to reduce our outgoings, we paused the development of our English with Parents programme and reassigned our Content Manager to help our school partners who were supporting parents to deliver home learning. We also reduced our overheads as we paused the rent for our office space and our travel costs ceased altogether. This means that despite a challenging financial landscape and increased demand for our work, we managed to maintain a healthy financial position. ## **Reserves Policy** Learning with Parents requires some funds to be held in reserves to protect ourselves from situations such as the following: 1. The risk of unforeseen emergency or other unexpected need for funds, e.g. an unexpected large repair bill or finding ‘seed-funding’ for an urgent project. 2. Covering unforeseen day-to-day operational costs, e.g. employing temporary staff to cover a long-term sick absence. 3. A source of income, eg a grant, not being renewed. Funds might be needed to give the Trustees time to take action if income falls below expectations. 4. The need to fund short-term deficits in a cash budget, e.g. money may need to be spent before a funding grant is received. In developing Learning with Parents’ financial reserves policy, we balanced the need for financial resilience that reserves provide, with the limitation on our ability to fulfil our vision. As a small and nimble organisation we consider two months’ costs to be sufficient reserves. For the period June 2020 to September 2021, this equated to approximately £36k. This policy will be reviewed on an annual basis. ## **PLANS FOR FUTURE PERIODS** ## **Strengthening our impact** In the coming year, Learning with Parents will strive to strengthen, broaden and deepen our reach to continue towards our mission of narrowing the attainment gap by supporting all parents and carers to engage in their children’s learning. Our priorities for 2021-2022 include: - Continuing to update and develop new features on our platform to ensure that it is as accessible and user-friendly as possible, drawing on feedback from parents, carers and teachers. These will include a new dashboard to allow teachers to see how pupils and their families have engaged with the topics set and help them to identify who needs more support. - Continuing to strengthen our current Maths and English programmes, including creating new content for our English programme and reviewing and updating our Maths content. We will continue to ensure that all our content aligns with our principles that activities have to be fun and engaging, accessible to all families and promote learning. - Expanding our current Maths and English offer to include Reading, partnering with other organisations in this field to develop a reading log as a starting point and mapping out what a fuller reading programme could include. - Starting to explore approaches to supporting disadvantaged parents with their children’s financial literacy development. We know that parents and carers have the most important influence on how children manage money in adult life and we believe that we are well placed to support positive engagements that will help children from disadvantaged families to manage their finances as they get older. - Continuing to work with the Fair Education Alliance to run the Parental Engagement Forum, which brings together like-minded organisations from across the education space to network, collaborate and share learning on parental engagement. We will seek to ensure that a range of speakers are identified in advance of each forum and promote exciting and informative discussions. In addition, building on our experience of working with others during lockdown, Learning with Parents will also focus on developing strategic partnerships with other organisations working in the education space. Through these partnerships, we charge at a not-for-profit rate to provide consultancy on engaging with disadvantaged families and/or for the use of our platform to promote parental engagement in children’s learning. This new approach will allow us to increase the breadth of the impact of our work as well as to diversify our income streams. ## **Strengthening our organisation** To deliver this ambitious programme, we need to continue to strengthen and grow our organisation, ensuring that we have the resources we need and motivated, happy staff to deliver our programmes. Our priorities for 2021-2022 include: - Increasing the capacity of our Schools Team to engage new schools and strengthen how we support existing school partners. We have also invested in sales consultancy support to strengthen our messaging and marketing materials and are reviewing our systems to ensure that we are engaging as effectively as possible with each new potential partner school. - Recruiting new members to our board to ensure that it can continue to lead Learning with Parents as we grow and rise to the challenge of supporting families and schools in a post-pandemic context. In particular, we think it is important that our charity reflects the lived experience of our programme users, and, as such, we want to increase the representation of disabled, Black, Asian and Minority Ethnic (BAME), Lesbian, Gay, Bi, Trans including non-binary (LGBTQ+) individuals and people from low-income families on our board, as we recognise that some of these groups are currently under-represented. - Continue to invest in our tech to allow us to provide the best user experience for parents, carers and teachers accessing our programmes and effectively promote fun, learning experiences for all families. - Building our organisational systems and processes, including our CRM and project management processes to ensure that we are providing the best possible service to the schools and other partners we work with, and are operating as efficiently and effectively as possible. ## **Trustees statement of responsibilities** The Trustees shall manage the affairs of the CIO and may for that purpose exercise all the powers of the CIO. It is the duty of each Trustee— (a) to exercise his or her powers and to perform his or her functions in his or her capacity as a Trustee of the CIO in the way he or she decides in good faith would be most likely to further the purposes of the CIO; and (b) to exercise, in the performance of those functions, such care and skill as is reasonable in the circumstances having regard in particular to— i) any special knowledge or experience that he or she has or holds herself out as having; and, ii) if he or she acts as a Trustee of the CIO in the course of a business or profession, to any special knowledge or experience that it is reasonable to expect of a person acting in the course of that kind of business or profession. The Trustees are also responsible for the contents of the Trustee Annual Report, and the responsibility of the Independent Examiner in relation to the Trustee Annual Report is limited to examining the report and ensuring that, on the face of the report, there are no inconsistencies with the figures disclosed and the financial statements. ## **Structure, Governance and Management** The Board is composed of a minimum of three Trustees, one of whom will be the Chair. For the period June 2020 to August 2021, Learning with Parents had four Trustees. New Trustees are appointed by the existing Trustees following a recruitment and interview process. Appointments to the Board are for a period of two years, which may be extended for up to two further twoyear periods. Trustees are not remunerated but are entitled to claim reasonable out-of-pocket expenses in relation to attendance of meetings. The Board meets four times a year (quarterly) to discuss strategic and operational issues, review risks, monitor income and expenditure, sign off on any new or updated organisational policies, and discuss any other matters arising. All decisions and agreed actions are recorded in the meeting minutes. The Trustees’ roles and responsibilities are outlined in Terms of Reference. ## **Risk Management** The Trustees have a responsibility for the identification and proper management of risks faced by Learning with Parents in achieving its primary aims. A Risk Management Framework has been developed which is reviewed by the Trustees on a quarterly basis and by Learning with Parents’ Senior Management Team on a monthly basis. This framework captures major risks to which Learning with Parents is exposed, including those relating to operational, financial and reputational areas. The Trustees believe that, by monitoring reserve levels, by ensuring that controls exist over key financial systems, and by examining the operational risks faced by the Charity, they have established effective systems and procedures to mitigate those risks. Key risks for the period June 2020-September 2021 and their main mitigations were as follows: **1. Financial impact of Covid-19 -** as highlighted in the Financial Activity section, the impact of the Covid-19 measures and lockdown were both to increase our costs as we invested in our staff and tech to meet increased demand, and a reduction in our income from schools who were trying to navigate a very uncertain period. To mitigate the impact of this, we proactively sought a number of grants from corporate funders and trusts and foundations. We also secured a Bounce Back business loan. Finally, we took a number of steps to reduce our expenditure including delaying filming and other costly programme activities, closing our office, reducing travel and reallocating staff to meet increased demand. **2. Staff welfare during lockdown -** Learning with Parents is committed to the welfare of our team and one of our priorities during lockdown was to ensure that every member of the team felt supported and able to work, despite the challenging circumstances. Surveys were sent out to the team to gather anonymous feedback on what would help staff feel happier in a context of working from home and during a period of high anxiety and uncertainty. The team was supported to set up appropriate work stations in their homes, including guidance on the equipment and light needed to promote physical health and avoid injury. Regular team and one-to-one check-ins were established as well as informal virtual ‘games’ sessions organised, to maintain a sense of belonging and positive relationships across the team. Finally, during this period, we reviewed our staff manual and benefits packages to try to offer our staff as much support as possible and create a positive and creative working environment. **3. Data protection -** As a tech platform which has access to a lot of personal data, one of Learning with Parents’ priorities is to ensure that we are up to date with current best practice in the fields of privacy and data protection to prevent any risk of data breaches. We reviewed and updated our risk register and mitigation strategy in relation to the new integration with Wonde, which gave us access to schools’ data by integrating with their databases. We also clarified the circumstances under which we act as a Data Processor versus a Data Controller. Also during this period, we reviewed and updated our internal and site-based data privacy notice and IT security process. **4. Safeguarding -** Whilst Learning with Parents does not work directly with children, we do sometimes come into contact with them on school visits or whilst filming. Where parents have given us consent to do so, we do also have access to images of children carrying out the activities set through the platform. It is therefore essential that all staff, trustees, consultants, volunteers and interns at Learning with Parents understand our responsibility to promote the welfare of all children and young people, to keep them safe and to operate in a way that protects them. To mitigate against the risk that staff perpetuate or fail to report a safeguarding incident, Learning with Parents developed a Safeguarding Policy and Procedure and a Code of Conduct in September 2020 which sets out what would constitute a safeguarding incident and what steps should be taken if someone has any concerns for the welfare of a child. These policies will be reviewed annually. Learning with Parents requires all those working with or for the organisation to read and commit to upholding and adhering to our Safeguarding Policy and Procedure. We also carry out a Disclosure and Barring Service (DBS) check for all staff and any consultants working on our behalf. We also established a safeguarding lead on our Board of Trustees and our CEO took on the role of Safeguarding Officer. ## **Responsibilities of Trustees for the Financial Statements** The Trustees are responsible for preparing the report and the financial statements in accordance with applicable law and United Kingdom Generally Accepted Accounting Practice. Charity law in England and Wales requires the Trustees to prepare financial statements for each financial year which give a true and fair view of the state of affairs of the Charity and of income and expenditure of the Charity for that period. In preparing those financial statements, the Trustees are required to: - select suitable accounting policies and apply them consistently; - observe the methods and principles of the Charities SORP; - make judgements and estimates that are reasonable and prudent; - state whether applicable accounting standards have been followed, subject to any departures disclosed and explained in the financial statements; and - prepare the financial statements on the going concern basis unless it is inappropriate to presume that the activities of the Charity will continue. The Trustees are responsible for keeping adequate accounting records which disclose with reasonable accuracy at any time the financial position of the Charity and enables them to ensure that the financial statements comply with the Charities Act 2011, the Charity (Accounts and Reports) Regulations 2008 and the provisions of the governing document. The Trustees are also responsible for safeguarding the assets of the Charity and hence for taking reasonable steps for the prevention and detection of fraud and other irregularities. The Trustees are responsible for the maintenance and integrity of the Charity and financial information included in the Charity’s website. The Trustees are responsible for keeping proper accounting records that disclose with reasonable accuracy at any time the financial position of the charity and to enable them to ensure that the financial statements comply with the Companies Act 2006. The Trustees are also responsible for safeguarding the assets of the charity and hence taking reasonable steps for the prevention and detection of fraud and other irregularities. The above report has been prepared in accordance with the Charities SORP (FRS 102). Signed on behalf of the trustees Amy Mitchell, Chair Date: 08/06/2022 ## **Finances** ## **Independent Examiner's Report to the trustees of Learning with Parents** I report to the charity trustees on my examination of the accounts of Learning with Parents for the period ended 31 August 2021 which comprise the Statement of Financial Activities (incorporating the Summary Income and Expenditure Account), the Balance Sheet and the related notes. ## **Responsibilities and basis of report** As the trustees of the charity you are responsible for the preparation of the accounts in accordance with the requirements of the Companies Act 2006 ('the 2006 Act). Having satisfied myself that the accounts of the charity are not required to be audited under Part 16 of the 2006 Act and are eligible for independent examination, I report in respect of my examination of your charity's accounts as carried out under section 145 of the Charities Act 2011 ('the 2011 Act'). In carrying out my examination I have followed the Directions given by the Charity Commission under section 145(5)(b) of the 2011 Act. ## **Independent examiner's statement** As the charity's gross income exceeded £250,000 your examiner must be a member of a body listed in section 145 of the 2011 Act. I confirm that I am qualified to undertake the examination being a member of The Institute of Chartered Accountants in England and Wales. I have completed my examination. I can confirm that no material matters have come to my attention in connection with the examination giving me cause to believe that: - accounting records were not kept in accordance with section 386 of the 2006 Act; or - the accounts do not accord with those records; or - the accounts do not comply with the accounting requirements under section 396 of the 2006 Act other than any requirement that the accounts give a 'true and fair' view which is not a matter considered as part of an independent examination; or - the accounts have not been prepared in accordance with the Charities SORP (FRS 102). I have no concerns and have come across no other matters in connection with the examination to which attention should be drawn in this report in order to enable a proper understanding of the accounts to be reached. Chris Conway Date: 16/06/2022 Multiply Accountancy Limited, 71-75 Shelton Street, London, WC2H 9JQ **Statement of Financial Activities (incorporating the Summary Income and Expenditure Account) for the period ended 31 August 2021** ||_Notes_|_Unrestricted_
_funds 2021_|_Total funds_
_2021_| |---|---|---|---| |||_£_|_£_| |**Income and endowments from:**|||| |Donations and legacies|**3**|222,165|222,165| |Charitable activities|**4**|57,625|57,625| |Other||-|-| |_Total incoming resources_||_279,790_|_279,790_| ||||| |**Expenditure on:**|||| |Raisingfunds|**5**|5,950|5,950| |Charitable activities|**6**|136,643|136,643| |Other|**7**|36,268|36,268| |_Total outgoing resources_||_178,861_|_178,861_| ||||| |Net gains on investments||(3,289)|(3,289)| |_Net incoming resources_|**8**|_97,640_|_97,640_| ||||| |Transfers between funds||-|-| |_Net incoming resources before other_
_gains/(losses)_||_97,640_|_97,640_| ||||| |Other gains and losses||-|-| |_Net movement in funds_||_97,640_|_97,640_| ||||| ||||| |**Reconciliation of funds:**|||| |Total funds brought forward||-|-| |_Total funds carried forward_||_97,640_|_97,640_| All activities in the financial period represent unrestricted funds. ## **Balance sheet at 31 August 2021** ||_Notes_|_2021_| |---|---|---| |||_£_| |**Fixed assets**||| |Investments|**10**|| |Tangible assets|**11**|1,974| |||_1,974_| |**Current assets**||| |Debtors|**12**|12,300| |Cash at bank and in hand||88,396| |||_100,696_| |||| |**Creditors:** Amounts falling due within one
year|**13**|(5,030)| |_Net current assets_||_95,666_| |||| |_Total assets less current liabilities_||_97,640_| |||| |_Total net assets_||_97,640_| |**The funds of the charity**||| |**Unrestricted funds**||| |General funds|**14**|97,640| |_Total funds_||_97,640_| Approved by the trustees on 8th June 2022 and signed on its behalf by: Amy Mitchell, Chair Date: 08/06/2022 ## **Notes to the Accounts for the period ended 31 August 2021** ## **1. Accounting policies** ## 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)), the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) and the Companies Act 2006. The financial statements have been prepared under the historical cost convention. They are prepared in sterling, which is the functional currency of the charity. Amounts presented are rounded to the nearest pound. ## Going concern 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)), the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) and the Companies Act 2006. ## Fund accounting _Unrestricted funds:_ These are available for use at the discretion of the trustees in furtherance of the general objects of the charity. _Designated funds:_ These are unrestricted funds earmarked by the trustees for particular purposes. _Revaluation funds:_ These are unrestricted funds which include a revaluation reserve representing the restatement of investment assets at their market values. _Restricted funds:_ These are available for use subject to restrictions imposed by the donor or through terms of an appeal. ## Income _Recognition of income:_ Income is included in the Statement of Financial Activities (SoFA) when the charity becomes entitled to, and virtually certain to receive, the income and the amount of the income can be measured with sufficient reliability. _Income with related expenditure:_ Where income has related expenditure the income and related expenditure is reported gross in the SoFA. _Donations and legacies:_ Voluntary income received by way of grants, donations and gifts is included in the SoFA when receivable and only when the Charity has unconditional entitlement to the income. _Tax reclaims on donations and gifts:_ Income from tax reclaims is included in the SoFA at the same time as the gift/donation to which it relates. _Donated services and facilities:_ These are only included in income (with an equivalent amount in expenditure) where the benefit to the Charity is reasonably quantifiable, measurable and material. _Volunteer help:_ The value of any volunteer help received is not included in the accounts. _Investment income:_ This is included in the accounts when receivable. _Gains/(losses) on revaluation of fixed assets:_ This includes any gain or loss resulting from revaluing investments to market value at the end of the year. _Gains/(losses) on revaluation on investment assets:_ This includes any gain or loss on the sale of investments. ## Expenditure _Recognition of expenditure:_ Expenditure is recognised on an accruals basis. Expenditure includes any VAT which cannot be fully recovered, and is reported as part of the expenditure to which it relates. _Expenditure on raising funds:_ These comprise the costs associated with attracting voluntary income, fundraising trading costs and investment management costs. _Expenditure on charitable activities:_ These comprise the costs incurred by the Charity in the delivery of its activities and services in the furtherance of its objects, including the making of grants and governance costs. _Governance costs:_ These include those costs associated with meeting the constitutional and statutory requirements of the Charity, including any audit/independent examination fees, costs linked to the strategic management of the Charity, together with a share of other administration costs. _Other expenditure:_ These are support costs not allocated to a particular activity. ## Investments Investments in subsidiaries are held at cost less impairment. ## Depreciation of fixed assets Tangible fixed assets are written off over their estimated useful economic lives at the following annual rates: _Computer equipment:_ 25% per annum straight line The carrying values of tangible fixed assets are reviewed for impairment when events or circumstances indicate the carrying value may not be recoverable. ## Taxation The charity is exempt from corporation tax on its charitable activities. ## Trade and other debtors Trade and other debtors are recognised at the settlement amount due after any trade discount offered. Prepayments are valued at the amount prepaid net of any trade discounts due. ## Cash and cash equivalents Cash and cash equivalents comprise cash at bank and on hand, demand deposits with banks and other short-term highly liquid investments with original maturities of three months or less and bank overdrafts. In the statement of financial position, bank overdrafts are shown within borrowings or current liabilities. In the Statement of Cash Flows, cash and cash equivalents are shown net of bank overdrafts that are repayable on demand and form an integral part of the company's cash management. ## Trade and other creditors Short term creditors are measured at the transaction price. Other creditors and provisions are recognised where the charity has a present obligation resulting from a past event that will probably result in the transfer of funds to a third party and the amount due to settle the obligation can be measured or estimated reliably. Creditors and provisions are normally recognised at their settlement amount after allowing for any trade discounts due. ## Pension costs The charity operates a defined contribution plan for its employees. A defined contribution plan is a pension plan under which the company pays fixed contributions into a separate entity. Once the contributions have been paid the charity has no further payments obligations. The contributions are recognised as expenses when they fall due. Amounts not paid are shown in accruals in the balance sheet. The assets of the plan are held separately from the company in independently administered funds. ## **2. Charity status** Learning with Parents is a charitable incorporated organisation and is not a registered company at Companies House. ||registered company at Companies House.|| |---|---|---| |**3.**|**Income from donations and legacies**|**2021**| ||Grants and donations|222,165| |**4.**|**Income from charitable activities**|**2021**| ||Programme delivery|57,625| |**5.**|**Expenditure on raising funds**|**2021**| ||Advertising and marketing|5,950| |**6.**|**Expenditure on charitable activities**|**2021**| ||Direct staff costs|111,942| ||Cost of programme delivery|9,006| ||Independent examination - current year|500| ||Other accountancy fees paid to independent examiner|1,965| ||Legal and professional fees|13,230| |||_136,643_| |**7.**|**Other expenditure**|**2021**| ||Staff costs (Note 9)|28,145| ||Premises costs|502| ||Depreciation|657| ||Charitable donations|500| ||General administrative costs|6,464| |||_36,268_| |**8.**|**Net income before transfers**|**2021**| ||This is stated after charging:|| ||Depreciation of owned fixed assets|657| |**9.**|**Staff costs**|**2021**| |---|---|---| ||Salaries and wages|133,267| ||Social security costs|2,316| ||Pension costs|2,808| ||Staff recruitment and training costs|1,696| |||_140,087_| No employee received emoluments in excess of £60,000. No trustees were reimbursed for expenses incurred in the period to 31 August 2021. No trustee received any remuneration in the period. Key management personnel comprise the trustees, the CEO, and the Programme Director as laid out on page 2. Total remuneration paid to these individuals was £69,417. The average number of staff employed, including part time staff was 5. ## **10. Investments** ## **2021** - Investment in subsidiary Learning with Parents is the sole shareholder of Maths with Parents. Therefore this entity is treated as a 100% subsidiary. The charity has taken exemptions available to small entities under FRS102 section 9.3 to not consolidate the financial results and position of Maths with Parents into these financial statements. See note 16 for more information and transactions and balances between the charity and its subsidiary. ## **11. Tangible fixed assets** |**12. **
**13. **|||_Computer equipment_|_Total_| |---|---|---|---|---| |||||| ||**Cost**|||| ||At 5 June 2020||-|-| ||Additions||2,631|2,631| ||Disposals||-|-| |||||| ||At 31 August 2021||2,631|2,631| |||||| ||**Depreciation**|||| ||At 5 June 2020||-|-| ||Charge for theyear||657|657| ||Eliminated on disposal||-|-| |||||| ||At 31 August 2021||657|657| |||||| ||**Net Book Value**|||| ||At 31 August 2021||1,974|1,974| |||||| ||At 5 June 2020||-|-| ||**Debtors**
Trade debtors
**Creditors falling due within one year**
Other taxes and social security
Other creditors
Amounts owed to subsidiary undertaking|**2021**
12,300
_12,300_
**2021**
4,646
384
-
_5,030_||| ## **14. Movement in funds** |**Movement in funds**|||||||| |---|---|---|---|---|---|---|---| ||_At 5 June_
_2020_||_Incoming_
_resources_
_including other_
_gains/(losses)_||_Outgoing_
_resources_||_At 31_
_August_
_2021_| ||||||||| |Unrestricted funds:|||||||| |General funds|-||279,790||178,861||458,651| ||||||||| ||-||279,790||178,861||458,651| ## **15. Analysis of net assets between funds** ||||||_Unrestricted_
_Funds_||_Total 2021_| |---|---|---|---|---|---|---|---| ||||||||| |Fixed assets|||||1,974||1,974| |Net current assets|||||95,666||95,666| ||||||||| ||||||97,640||97,640| ## **16. Related parties** The charity controls a subsidiary company, Maths With Parents (registered in England and Wales, company no. 09622195), by virtue of its 100% ownership of the company's share capital. Funds were transferred between the charity and its subsidiary when needed for the purpose of cashflow without any terms, and no services were provided. The remaining balance owed was forgiven at the period end, so no amounts were due at the balance sheet date. Included within donations income in note 3 is a donation of £27,145 from Maths with Parents forgiving the balance owed immediately prior to the year end. The financial result for Maths with Parents and the year ended, and financial position at, 31 August 2021 include: |position at, 31 August 2021 include:|| |---|---| ||_31 August 2021_| ||_£_| |Aggregate share capital and reserves|21,505| |Profit after tax for the period to 31 August 2021|(53,742)| ## Thank You Huge thanks to the organisations above for supporting our growth and impact over the last 12 months. # **Ensuring every child is supported at home to fulfil their potential** To get in touch, email **hello@learningwithparents.com** or call us on **0117 439 0930** **Learning with Parents is a registered charity (CIO), charity number 1189812**