Trustees’ Annual Report for the year ended 31st August 2024 ## Contents |Bridging Project Administrative Details|**Page 1**| |---|---| |Trustees’ Report
Statement of Financial Activities|**Page 2**
**Page 27**| |Balance Sheet|**Page 28**| |Notes to the Financial Statements|**Page 29**| ## Administrative details ## Administrative details: Charity Number: 1199402 Company Number: 12365206 ## Registered address: 1st Floor Observer Building 53 Cambridge Road TN34 1DT ## Trustees at the time of submission and for the duration of the year: Edith Susanna Eriksson-Lee Eleanor Rachel Trunkfield Richard Thomas Francis Pleming Amrita Devaiah Joanna Elizabeth Smith Dr Mark Roderick Wormald ## Independent Examiner: Multiply Accountancy Limited 71-75 Shelton Street London WC2H 9JQ ## Bankers: Natwest Business Banking PO Box 16204 Birmingham West Midlands B2 2WP 1 This is The Bridging Project’s Trustees’ report and financial statement for the financial year ended 31st August 2024. The Bridging Project is a charitable company limited by guarantee and does not have share capital. We operate in England (registered company number 12365206) and are registered with the Charity Commission (registered charity number 1199402). The charity's objectives are to advance the education of people, especially but not exclusively those from low income, socially and/or economically disadvantaged areas, who are engaged in or intending to engage in higher or further education. 2 ## Mission and objectives ## Our mission To make professional coaching accessible to students who need it most. ## Who we are The Bridging Project is a registered charity, equipping students from under represented backgrounds with the skill set and support system to succeed at university and beyond. We provide professional coaching to help students utilise their university experience and improve engagement, outcomes and progression. ## The need Research demonstrates that under represented groups are more likely to drop out of university; 1 in 10 low-income students drop out, compared to 1 in 20 of their wealthier peers (HESA, 2021). Research also shows that while systems of support may exist within universities, these students often lack the confidence to reach out and access them (Social Mobility Commission). Our work has shown that external support, provided by our team of diverse professional coaches, has allowed students to develop a sense of belonging, improved their confidence and helped them to engage in a wide variety of services and support available at university. ## Our outcomes - Increase levels of student retention - Increase students’ sense of belonging at university - Increase students’ soft skills (goal setting, problem solving, time and stress management) - Increase students’ knowledge of systems of support at university and confidence to access them - Increase students’ confidence and engagement in university life ## Partnerships This year we partnered with Murray Edwards College at the University of Cambridge, Balliol and Trinity Colleges at the University of Oxford, and the University of Nottingham to deliver our coaching programme to support students from under represented backgrounds in their transition to university. The students we supported had some of the lowest entry rates into university and were groups which had statistically significant gaps in participation and retention (Social Mobility Commission & HESA, 2021). - 1.Higher Edu cation Statistics Authority, Non-continuation following year of entry: UK domiciled young full-time first degree entrants, 2021 2.Social Mobility Commission, Progress made by high-attaining children from disadvantaged backgrounds 3 ## Student data The Bridging Project focuses on students with higher dropout rates and who face additional hurdles in the transition to university. **----- Start of picture text -----**
56%
**----- End of picture text -----**
are first generation students **----- Start of picture text -----**
53% 78%
were eligible for free have declared
school meals and/or having a disability
**----- End of picture text -----**
were eligible for free school meals and/or received a bursary at school ## **Ethnicities** ## **Disabilities** **----- Start of picture text -----**
12
7
4
3 1
2 2 2
students
Number of
**----- End of picture text -----**
White/White British - 69% Asian/Asian British - 14% Black/Black British/Caribbean/African - 8% Mixed/multiple ethnic groups - 6% Other ethnic group - 3% Mental health condition (12 students) Autism (7 students) ADHD (4 students) Health disability (3 students) Learning disability (2 students) Mobility disability (2 students) Blind or visually impaired (1 student) Other (2 students) 4 ## Student data ## **Data collection** - Student data is based on 36 students on the programme - Students completed a start of programme survey where they scored themselves against key metrics (32/36 students completed this form) - Students completed a mid-programme survey where they scored themselves against the same key metrics (28/36 students completed this form) - Students completed an end of programme survey where they scored themselves against the same metrics as the baseline and ranked how the programme helped them against these (24/36 students completed this form) - The data in this report is representative of the students who completed the pre-, mid- and post-programme surveys - Students shared qualitative feedback on the impact of the programme through the surveys and a student focus group Coaching was personalised to my needs and helped me in several aspects including thinking about careers, academic development and social life. **Trinity student on The Bridging Project** **----- Start of picture text -----**
6%
**----- End of picture text -----**
5 ## **OUR COACHES** Our coaches The Bridging Project worked with a group of 42 coaches. We aim to recruit coaches with professional qualifications and certifications as well as diverse lived experience for the students they support and work with. As a result, **100% of students said their coach was a good match.** **Sophie - Oxford Coach Trained Coach and Oxford Graduate** “My lived experiences of being a neurodivergent person of colour and experiences of other identities have informed my passion in delivering intersectional approaches to supporting students from all backgrounds to access and get the most out of their university experience.” **Anita - Nottingham Coach Certified MOE Coach and PG Dip Mental Health Nursing** **“** I have 30 years of personal and professional experience advocating and supporting young people **.** Having struggled in my first year of university with little support, I understand how difficult the transition to university can be, particularly for students from under represented backgrounds. I am passionate to support and empower students in higher education to overcome any challenges they may face on their journey.” ## **Yi Fen - Cambridge Coach** **MSc Applied Positive Psychology and Coaching Psychology** “I know the importance of having the right support through critical life periods, hence wanting to support students to thrive during their university days.” **I formed a strong connection with my coach, as her having gone through medical school helped her relate to a lot of the hurdles I experienced in first year, and her perspective helped solve** **Murray Edwards student on why their coach was a good match** **My coach has autism like me so understands how it can impact uni life and the challenges I face.** **Nottingham student on why their coach was a good match** 6 ## Programme summary **----- Start of picture text -----**
36 283
students on the coaching sessions
programme attended this year
**----- End of picture text -----**
**----- Start of picture text -----**
11
student
events delivered
**----- End of picture text -----**
> **81% 96% 96%** of students **engaged** of students **rated the** of students would **on the programme programme as good/ recommend The Bridging** throughout the year **excellent Project** to other students of students **completed their** of students stated that the **100% first year** and will **continue 71%** programme **influenced their into their second year plans to continue their studies** of students stated that the of students stated that the programme **improved their 92% 96%** programme **improved their sense of belonging** at **soft skills** university of students stated that the of students stated the **75%** programme helped them **92%** programme helped them **access support** at university **engage in university life** I don't believe I would be as confident or as healthy as I am now without the influence The Bridging Project has had on me as a person. **Nottingham student on The Bridging Project** 7 **My coach was incredible at helping me communicate my worries and address them head-on whilst offering strategies and useful tools to help solve various problems and move forward from my concerns. I am far more confident in myself in all aspects of my university experience. I can recognise various concerns or worries I have and now use the tools to support myself. I have finished this course as a much stronger individual.** Balliol student on The Bridging Project 8 ## Activities in 23/24 This year, The Bridging Project partnered with **Trinity and Balliol Colleges at the University of Oxford** and **Murray Edwards College at the University of Cambridge** . We also ran a new programme with the **University of Nottingham** , providing coaching to a group of neurodiverse students who were seeking additional support in the transition to university. Our programme of support included **1-1 coaching** provided by professional coaches, **group coaching sessions** around our key outcomes and **online skills sessions** . This year we have also focused on developing our training and support for coaches with a . particular emphasis on **supporting neurodiverse students** ## **Student events** Student kick-off events were delivered online in September 2023 and November 2023. These events provided students with an opportunity to meet and connect with others on the programme ahead of starting at university, learn about coaching and how to maximise this support and to engage in small group coaching sessions to help in the preparation for university. ## **Workshops** ## **Time Management Workshop (8th Feb 2024) - Delivered by Claud Williams** 17 students attended our Time Management Workshop, delivered by an external facilitator and expert in Time Management, Claud Williams. **100%** of attendees rated the workshop as excellent of very good **100%** of attendees felt the workshop helped them develop their time management skills The variety of strategies including models such as the Eisenhower Matrix were really helpful. ## **Stress Management Workshop (8th May 2024) - Delivered by Uz Afzal** Our Stress Management Workshop was delivered by an external facilitator and expert in mindfulness, Uz Afzal. The session was a much needed mindful break to pause and notice. I learned to listen to my body more and how connecting with my body can help me realise what I need. It was really comforting to identify with the suggested qualities we need right now. I felt very understood! 9 ## Activities in 23/24 ## **Coach training and supervision** As well as our core training, which includes two central training sessions delivered by The Bridging Project team, we have looked to expand our training offering to coaches. This has included university-specific training so coaches are well equipped to support students at the university they are attending as well as a focus on neurodiversity and coaching to support the work we have done at Nottingham University this year. ## **23-24 Neurodiversity Training - Delivered by Charlie Hamilton** This year we focused on developing our coaching expertise in supporting neurodiverse students. This work was led by our Lead Coach at Nottingham University, Charlie Hamilton. Charlie is a **leading specialist in neurodivergence** and holds an MsC in Applied Positive Psychology and Coaching Psychology from the University of East London. Charlie is currently completing her doctoral research at Lancaster University’s Centre for Higher Education Research and Evaluation on neurodiversity and academic inclusion. She has previously served as Lead Trainer Program, a collaborative initiative between AT-Autism and The Anna Freud Centre. This training was split into two sessions. It was attended by **19** **coaches** , with all coaches stating the training made them feel more confident in tailoring their coaching to neurodivergent students. It was a privilege to hear Charlie’s expertise and detailed explanations. I now have a much deeper understanding of neurodiversity which has already helped me better support young people in my education charity job! ## **Supervision** To ensure a high and consistent standard of coaching, we provided external and professional supervision to all coaches on our programme. This has been delivered by **Dr Andrea Giraldez-Hayes, a chartered psychologist, coaching psychologist and supervisor.** Andrea is currently the Course Director for the MSc in Coaching at the University of Cambridge. The training and insight provided to coaches by The Bridging Project is amazing, there is so much support and a real drive to share knowledge, which is so valuable! **Coach on The Bridging Project** 10 ## Impact: Student retention **100%** of students **completed their first year** and will **continue into their second year** at university **71%** of students stated that **the programme influenced their plans to continue their studies** at university **Students on The Bridging Project say the programme is...** Reflective Empowering Transformative Helpful Engaging Inspiring Beneficial Informative Thought-provoking Reliable Insightful Fulfilling Enlightening Valuable Useful Safe Comforting Motivating Creative Fun Rewarding Inviting Reassuring Supportive 11 ## Impact: Student belonging **----- Start of picture text -----**
83% of students feel they belong at university
of students stated that the programme
92%
improved their sense of belonging at university
**----- End of picture text -----**
**----- Start of picture text -----**
Pre-programme Post-programme Impact
of students felt of students feel
happy with their happy with their 15%
81% choice to be a 96% choice to be a
increase of students
student at their student at their
feeling happier with
university university
choosing their university
of students felt of students feel
39%
44% understood by 83% understood by
others at their others at their increase of students
university university feeling understood by
others at their university
of students felt of students feel
51%
16% they mattered to 67% they matter to
others at their others at their increase of students
university university feeling that they matter to
others at their university
**----- End of picture text -----**
The Bridging Project has supported my growth in confidence and helped me develop a sense of belonging at uni. **Nottingham student on The Bridging Project** 12 ## Impact: Soft skill development **----- Start of picture text -----**
92%
96%
**----- End of picture text -----**
of students feel they have good **goal-setting, problem solving** , and **time and stress management skills** of students stated that the programme **improved their soft skills** ## Pre-programme ## Post-programme ## Impact of students could of students can **69%** set short and long **96%** set short and long term goals and term goals and achieve them achieve them of students could of students can identify problems identify problems **50%** and implement the **96%** and implement the steps needed to steps needed to overcome them overcome them of students could of students can **19%** manage their **83%** manage their time effectively time effectively of students could of students can **22%** manage their **75%** manage their stress effectively stress effectively 27% increase of students being able to set goals and achieve them 46% increase of students developing problem solving skills 64% increase of students developing time management skills 53% increase of students developing stress management skills My coach has been amazing in supporting me throughout each term and helping me to improve many of my soft skills within my degree that I would otherwise have struggled to do. They made me feel like I could do my first year, and now I have! **Student on The Bridging Project** 13 ## Impact: Accessing support **----- Start of picture text -----**
88%
**----- End of picture text -----**
of students feel well supported **----- Start of picture text -----**
75% 83%
**----- End of picture text -----**
of students stated that the programme helped them access support at university of students feel confident accessing support at university ## Pre-programme ## Post-programme ## Impact of students felt of students feel **40%** confident accessing **83%** confident accessing student support student support services services of students felt of students feel confident accessing confident accessing **38% 75%** pastoral support pastoral support from from university staff university staff of students felt of students feel **35%** confident accessing **71%** confident accessing careers services careers services of students felt of students feel **53%** confident accessing **96%** confident accessing peer support peer support 40% increase of students feeling confident to access student support services 37% increase of students feeling confident to access pastoral support from university staff 36% increase of students feeling confident to access careers support 43% increase of students feeling confident to access peer support My coaching sessions helped me feel less stressed about sending emails and more confident about reaching out to speak to faculty members for support. **Student on The Bridging Project** 14 ## Impact: Engaging in uni life of students feel **confident** are **engaging in extra88% engagin** g with **university 75% curricular activities** on a **life** regular basis of students **understand** stated the programme **how university grading 92% 92%** helped them **engage in systems work** and how **university life** they’ll be assessed ## Pre-programme ## Post-programme ## Impact of students felt of students feel **40%** confident engaging **88%** confident engaging in group based study in group based study of students felt of students feel **20%** confident engaging **92%** confident engaging in in personal study personal study of students felt of students feel confident making confident making **40% 100%** friends and spending friends and spending time with friends time with friends of students felt of students feel **40%** confident engaging **92%** confident engaging in extra-curricular in extra-curricular activities activities 48% increase of students feeling confident to engage with group based study 72% increase of students feeling confident to engage with personal study 60% increase of students feeling confident to make and spend time with friends 52% increase of students feeling confident to engage with extracurricular activities Coaching sessions have helped me to engage more in university life. I feel more confident, better able to manage my emotions and anxiety and better academic performance overall. **Student on The Bridging Project** 15 **I benefitted a lot from my coaching sessions. I have seen an improvement in my work-life balance and my ability to get involved in university life beyond academics, such as with societies. I liked being able to address specific topics each session such as organisation, time management and goal setting, and I have learnt skills which will benefit me throughout university and my career! A huge thank you to The Bridging Project and my coach. I don't think I would have come as far as I have without this support.** Murray Edwards student on The Bridging Project 16 ## Case study: Trinity College Oxford The Bridging Project has worked with **Trinity College at the University of Oxford** for three years. During this time, we have supported **27 students** to access tailored 1:1 coaching, group workshops and networking opportunities during their first year at university. This has included delivering **199 coaching sessions** and **13 students events** . This programme, led by Hannah Rolley, Director of Access at Trinity College Oxford, has recognised the importance of students having **external support** and also having **access to professional coaching** as a tool to **empower** and support students further. To hear from a student talking about their experience at The University of Oxford take a look here. The beauty of a collegiate university like Oxford is just how much support is available to students studying here. However, some of our students, particularly those who are from first-generation or other under represented backgrounds still tell us they don't find it easy to navigate their way around Oxford and feel like they don't belong here. ## The Bridging Project has really **helped our students to transition more smoothly.** The great point of difference and value of the Bridging Project is the coaching element. Coaching is completely different to mentoring or any other forms of support and isn't something colleges can offer students. Coaching as a model of support **empowers students** with the skills needed to identify and solve problems for themselves, set goals, help build their confidence and **find their place at the University** during their first year here. It is a great addition to all the other support available at the College, which, with the help of coaching in the first year, ensures these students are able to take advantage of all that is on offer from their college long after the programme has finished. Hannah Rolley - Head of Access Trinity College Oxford 17 ## Trinity College: Impact so far **----- Start of picture text -----**
27 199 13
students on the coaching sessions student
programme attended events delivered
93%
85% 95%
of students were of students rated of students would
engaged on the the programme as recommend TBP to
programme excellent or good other students
**----- End of picture text -----**
## **Retention** ## **Soft skills** of students planned to **continue 100% their studies into second year** of students stated the **90%** programme **enhanced their soft skills** ## **Belonging** ## **Engaging in university life** of students stated the **86%** programme **improved their sense of belonging** at Trinity of students stated the **81%** programme helped them to **engage in university life** ## **Accessing support** of students stated the **67%** programme helped them to **access support** at Trinity **My coach has been amazing in supporting me throughout each term, helping me improve many of the soft skills needed for my degree that I would have otherwise struggled with. They made me feel like I could do my first year, and now I have!** - Trinity College student 18 Impact so far ## Outcome |**Belonging**|86% of students felt they
belong at the University of|| |---|---|---| ||Oxford to some extent|| |**Soft skills**|86% of students felt confident
in their soft skills e.g., goal
setting, problem-solving, time|| ||and stress management|| ||86% of students felt confident|| |**Support**|in accessing support at
Oxford|| |**University**
**life**|95% of students felt
confident in engaging in
university life|| |**Retention**|100% of students planned to
continue their studies into
second year at the University|| ||of Oxford|| 86% felt we have influenced their sense of belonging at uni 90% felt we have influenced the development of their soft skills 67% felt we have helped them to access support at university 81% felt we have helped them to engage in university life 62% felt we have influenced their plans to continue their studies **I have better time management, a better sense of self, and now know how to access all of the different university support systems. Trinity College student** **I've become much more confident in my academic abilities as well as having a sense of belonging.** **Trinity College student** 19 ## Public benefit The Trustees confirm that they have referred to the Charity Commission’s published guidance on the Public Benefit requirement under the Charities Act 2011 when reviewing The Bridging Project’s aims and objectives and in planning future activities. The Trustees consider that The Bridging Project’s activities are for the benefit of the public generally. ## Organisational structure Trustees are also Directors of the Company. Trustees attend four meetings a year. The Trustees were initially recruited by a founding Trustee and the organisation's two founders. Positions were advertised publicly and candidates were interviewed for the position. All Trustees received an induction folder containing key information about The Bridging Project. Going forward, new Trustees will be appointed by the Board of Trustees. As of 31 August 2024 there were six Trustees. The organisation currently has one full time member of staff, one part time member of staff, three freelance lead coaches, a freelance fundraiser and freelance Communications and Social Media Manager. The programme and coaching are delivered by volunteers. 20 ## Plans for next year (2024/25) Next year, the charity will continue to run its programme with university partners whilst looking at how we can **make coaching more accessible and affordable** to universities and students through a more flexible pilot programme. This will involve developing a **pilot ‘breadth’ programme** which will see a more flexible coaching offering to students who would benefit from it during their time at university. We aim to pilot this programme with up to 50 students next year providing up to 300 hours of additional coaching to students who need it. The charity will also focus on **building its community of coaches** and developing their practice in supporting a diverse group of students. We will leverage the community to continue our training and development of coaches - building on topics such as neurodiversity as well as intersectionality, trust and belonging. Given the financial challenges facing the higher education and charity sector, the charity will continue to look at how we can **make our model sustainable** . This will involve continuing to develop partnerships in the higher education sector as well as work to engage and connect with funders who are interested in supporting our work. 21 ## Financial review ## **Income and expenditure** Total incoming resources for the year amounted to £101,311. The resources expended amounted to £97,436. This resulted in a gain in funds of £3,875. The Bridging Project makes year-long commitments to its university partners and student beneficiaries as well as its two employees and team of freelance workers. It is therefore an objective of the Trustees to gradually build a financial reserve to provide sustainability for the future. The Trustees have been particularly aware of building this up given the current cost of living crisis and its impact on the charity sector. The Bridging Project aims to build a minimum financial reserve to allow the charity's operations to continue in the event of unforeseen circumstances. The appropriate amount is determined by Trustees and reviewed each year but aims to be approximately a minimum of three months’ operating costs. This year the charity hasn’t met this objective as it has only built up unrestricted reserves of £3,796. The charity will aim to build up further reserves throughout the course of the year. ## Funding ||Funding| |---|---| |Income source|Amount| |National Lottery Community
Fund grant|£19,661| |University partner income|£36,600| |Fundraised income (Donors)|£45,117.55| |Total|£101,378| 22 ## Fundraising During the year, we applied for grants from the following grant-making trusts: **----- Start of picture text -----**
Funder Grant requested Outcome
**----- End of picture text -----**
|Funder|Grant requested|Outcome| |---|---|---| |||| |The Fore (1)|£30,000|Rejected| |Paul Hamlyn Foundation|£120,000 over three years|Rejected| |Foyle Foundation|£10,000|Rejected| |The Fore (2)|£30,000|Rejected| |King Charles III Charitable Fund|£10,000|Rejected| |National Lottery Community Fund|£19,661|Successful| |Henry Smith Charity|£120,000 over three years|Rejected| |Barratt Foundation|£10,000|Rejected| |City Bridge Foundation|£88,614|Rejected| |Total applied for|£438,275|| Out of nine grant applications, just one was successful - a success rate of 11%. In terms of income, we received just 4.5% of funds applied for. Whilst this is broadly in line with many small charities’ fundraising success rates (Gifted Philanthropy, 2025), it presents a concerning reality for The Bridging Project, which is reliant on grants and donations to carry out its activities. The current climate of reduced statutory and private funding opportunities, coupled with the cost of living crisis and rising costs, makes applying for funding extremely challenging. 23 3. https://www.giftedphilanthropy.com/services/fundraising-resources - "2025 Trusts and Foundations Insights Survey" ## Update on the future of the charity In April 2025, the trustees made the difficult decision to close The Bridging Project by the end of August 2025. The decision followed an in depth review of the charity's financial sustainability and long term viability in light of sector wide funding challenges. The charity will continue to operate throughout the 2024-25 academic year to support partners, staff and students, and to ensure a responsible and well managed wind down process. The trustees are committed to concluding the charity's activities with integrity and care, ensuring all obligations to beneficiaries, funders, staff and the Charity Commission are fully met. 24 ## Statement of Trustees’ Responsibilities Law applicable to charities in England & Wales requires the Trustees to prepare financial statements for each financial year which give a true and fair view of the charity's financial activities during the period and of its financial position at the end of the period. ln preparing financial statements giving a true and fair view, the Trustees should follow best practice and: - Select suitable accounting policies and then apply them consistently; Observe the methods and principles in the Charities SORP; - Make judgements and estimates that are reasonable and prudent; State whether applicable UK Accounting Standards and statements of recommended practice have been followed, subject to any material departures disclosed and explained in the financial statements; - Prepare the financial statements on the going concern basis unless it is inappropriate to presume that the charity will continue in business. The Trustees are responsible for keeping proper accounting records that disclose with reasonable accuracy at any time the financial position of the charity and enable them to ensure that the financial statements comply with the Charities Act� 2011. They 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 on the charity's website. Legislation in the United Kingdom governing the preparation and dissemination of financial� statements may differ from legislation in other jurisdictions. Approved by the Trustees on 24th April 2025 and signed on their behalf by Susanna� Eriksson-Lee on 27 May 2025. 25 The Bridging Project **The Bridging Project** ## **Independent Examiner's Report to the trustees of The Bridging Project** I report to the charity trustees on my examination of the accounts of The Bridging Project for the year ended 31 August 2024 which comprise the Statement of Financial Activities, 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 Charities Act 2011 ('the 2011 Act'). Having satisfied myself that the accounts of the charity are not required to be audited 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 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** 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** Institute of Chartered Accountants in England and Wales Multiply Accountancy Limited 71-75 Shelton Street London WC2H 9JQ Date: 27 May 2025 Page 26 **The Bridging Project** ## **Statement of Financial Activities (incorporating the Summary Income and Expenditure Account) for the year ended 31 August 2024)** |**Notes**
**Income and endowments from:**
Grants and donations
**2**
Charitable activities
**3**
**Total incoming resources**
**Expenditure on:**
Raising funds
**4**
Charitable activities
**5**
Other
**6**
**Total outgoing resources**
Corporation tax
**Net incoming resources**
**7**
Other gains and losses
**Net movement in funds**
**Reconciliation of funds:**
Total funds brought forward
**Total funds carried forward**|**Unrestricted**
**funds 2024**
**Restricted**
**funds 2024**
**Total funds**
**2024**
**£**
**£**
45,150
19,661
64,811
36,500
36,500
**81,650**
**19,661**
**101,311**
2,803
2,074
4,877
9,049
-
9,049
79,435
4,074
83,510
**91,287**
**6,149**
**97,436**
1,975
1,975
**(7,662)**
**13,512**
**5,850**
-
-
**(7,662)**
**13,512**
**5,850**
17,607
6,145
23,752
**9,945**
**19,657**
**29,602**|**Total funds**
**2023**
**£**
32,307
50,000
**82,307**
2,313
4,819
62,554
**69,686**
-
**12,621**
-
**12,621**
11,131
**23,752**| |---|---|---| The statement of financial activities includes all gains and losses recognised in the year. All income and expenditure derive from continuing activities Page 27 **The Bridging Project** ## **Balance Sheet at 31 August 2024** |**Notes**
**Fixed assets**
Tangible assets
**9**
**Current assets**
Cash at bank and in hand
Tangible assets
**Creditors:**Amounts falling due within one year
**10**
**Net current assets**
**Total assets less current liabilities**
**Total net assets**
**The funds of the charity**
**Restricted funds**
Restricted income funds
**11,12**
**Unrestricted funds**
General funds
**11,12**
**Total funds**|**2024**
**£**
-
**-**
47,094
1,511
**48,605**
**(19,003)**
**29,602**
**29,602**
**29,602**
19,657
9,945
**29,602**|**2023**
**£**
125
**125**
38,411
-
**38,411**
**(14,784)**
**23,627**
**23,752**
**23,752**
6,145
17,607
**23,752**| |---|---|---| These accounts have been prepared in accordance with the special provisions of the Companies Act 2006 relating to small companies. For the year ended 31 August 2024 the company was entitled to exemption under section 477 of the Companies Act 2006 relating to small companies. The members have not required the company to obtain an audit in accordance with section 476 of the Companies Act 2006. The directors acknowledge their responsibilities for complying with the requirements of the Companies Act 2006 with respect to accounting records and the preparation of accounts. Approved by the board of trustees on 27 May 2025 and signed on its behalf by: Edith Susanna Eriksson-Lee Trustee Page 28 **The Bridging Project** ## **Notes to the Accounts for the year ended 31 August 2024** ## **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)) and the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102). 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** At a meeting on 16/04/2025 the Trustees voted to wind down the Charity with effect from 31 August 2025 with a view to closing it in the subsequent months. The decision was taken as a result of the Charity struggling to secure the necessary funding to continue their programmes for the 25/26 academic year. The accounts are therefore prepared on a break-up basis, however the only change to the equivalent going concern basis accounts is the recategorisation of Fixed Assets to Current Assets and the inclusion of this disclosure note. ## **Fund accounting** ## Unrestricted funds These are available for use at the discretion of the trustees in furtherance of the general objects of the charity. ## Restricted funds These are available for use subject to restrictions imposed by the donor or through terms of an appeal. See note 13 to the accounts for full information. ## **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. ## Grants and donations 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 Incoem from investments 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. Page 29 Gains/(losses) on revaluation on investment assets This includes any gain or loss on the sale of investments. **The Bridging Project** ## **Notes to the Accounts for the year ended 31 August 2024 (continued)** ## **Accounting policies** ## **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. ## **Taxation** The entity obtained charitable status on 22 June 2022. Income received prior to this registration date has been treated as taxable. Subsequent to the charitable registration, the entity is exempt from corporation tax on its charitable activities. ## **Tangible fixed assets and depreciation** Tangible assets are included at cost less depreciation and impairment. Depreciation has been provided at the following rates in order to write off the assets over their estimated useful lives: Computer Equipment 4 years straight line ## **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. ## **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 charity 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 charity in independently administered funds. Page 30 **The Bridging Project** ## **Notes to the Accounts for the year ended 31 August 2024 (continued)** |Total
**2**
**Income from grants and donations**
**Unrestricted**
**Restricted**
**2024**
Grants received
45,150
19,661
64,811
**3**
**Income from charitable activities**
**2024**
Course delivery
36,500
**4**
**Expenditure on raising funds**
**Unrestricted**
**Restricted**
**2024**
Advertising and marketing
-
-
-
Freelance Fundraisers
2,803
2,074
4,877
2,803
2,074
4,877
**5**
**Expenditure on charitable activities**
**Unrestricted**
**Restricted**
**2024**
Direct charitable activities
4,775
-
4,775
**Governance costs**
Independent examination - current year
500
-
500
Other accountancy fees paid to independent examiner
3,177
-
3,177
Legal and professional fees
597
-
597
9,049
-
9,049
**6**
**Other expenditure**
**Unrestricted**
**Restricted**
**2024**
Staff costs (Note 8)
72,241
2,516
74,758
Travel costs
1,522
422
1,943
Depreciation
269
269
General administrative costs
5,403
1,137
6,540
79,435
4,074
83,510
**7**
**Net income before transfers**
**2024**
This is stated after charging:
Depreciation of owned fixed assets
269|Total
**2023**
32,307
**2023**
50,000
**2023**
63
2,250
2,313
**2023**
-
500
3,831
488
4,819
**2023**
54,326
931
51
7,246
62,554
**2023**
51| |---|---| Page 31 **The Bridging Project** ## **Notes to the Accounts for the year ended 31 August 2024 (continued)** |**8**
**Staff costs**
Salaries and wages
Social security costs
Pension costs
Staff recruitment and training costs|**2024**
70,643
1,456
1,745
914
74,758|**2023**
53,107
-
1,130
89
54,326| |---|---|---| In the year to 31 August 2024, no employee received emoluments greater than £60,000 (2023: nil). No trustees (2023: nil) were reimbursed for expenses incurred (2023: nil) for travel to board meetings. No trustee received any remuneration in the year (2023: nil). Key management personnel comprise the trustees and the founder. Total remuneration paid to these individuals was £44,036 (2023: £44,040). The average number of staff employed, including part time staff was 2 (2023: 2) |**9**
**Tangible fixed assets**
**Cost**
At 1 September 2023
Additions
At 31 August 2024
**Depreciation**
At 1 September 2023
Charge for the year
At 31 August 2024
**Net Book Value**
At 31 August 2024
At 31 August 2023
**10**
**Creditors falling due within one year**
Other taxes and social security
Trade and other creditors
Accruals
Deferred income|202
1,655
1,857
77
269
346
1,511
125
**2024**
1,458
220
3,324
14,000
19,003
**Computer**
**equipment**|**Total**
202
1,655
1,857
77
269
346
1,511
125
**2023**
1,241
219
3,324
10,000
14,784| |---|---|---| ## **Deferred income** Income is deferred relative to the academic year it relates to. The charity is committed to delivering a number of workshops and coaching sessions for each student. |**University**
**Academic Year**
Trinity College
2024/25
Balliol College
2024/25
Trinity College
2023/24|**2024**
10,000
4,000
-
14,000|**2023**
-
10,000
10,000| |---|---|---| Page 32 **The Bridging Project** ## **Notes to the Accounts for the year ended 31 August 2024 (continued)** ## **11 Movement in funds** |Restricted funds:
National Lottery
Unrestricted funds:
General funds|**At 1**
**September**
**2023**
6,145
17,607
17,607|**Incoming**
**resources**
**including other**
**gains/(losses)**
19,661
81,650
101,311|**Outgoing**
**resources**
(6,149)
(89,312)
(95,461)|**At 31 August**
**2024**
19,657
9,945
29,602| |---|---|---|---|---| |**At 1**
**September**
**2022**
Restricted funds:
National Lottery
-
Unrestricted funds:
General funds
11,131
11,131
**Analysis of net assets between funds**
Fixed assets
Net current assets
Fixed assets
Net current assets|**Incoming**
**resources**
**including other**
**gains/(losses)**
9,712
72,595
82,307
**Unrestricted**
**Funds**
-
9,945
9,945
**Unrestricted**
**Funds**
74
17,533
17,607|**Outgoing**
**resources**
(3,567)
(66,119)
(69,686)
**Restricted Funds**
-
19,657
19,657
**Restricted Funds**
-
6,145
6,145|**At 31 August**
**2023**
6,145
17,607
23,752
**Total 2024**
-
29,602
29,602
**Total 2023**
74
23,678
23,752| |---|---|---|---| ## **12 Analysis of net assets between funds** ## **13 Trustee Liability** The entity is limited by guarantee and consequently does not have share capital. Every member of the entity undertakes to contribute to the assets of the company, in the event of a winding up, such an amount as may be required not exceeding £1. Page 33