Trustees’ Annual Report for the year ended 31st August 2025
1
## Contents
|Bridging Project Administrative Details|Page 3|
|---|---|
|Trustees’ Report|Page 4|
|Independent Examiners Report|Page 24|
|Statement of Financial Activities|Page 25|
|Balance Sheet|Page 26|
|Notes to the Financial Statements|Page 27|
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## 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
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Objectives and Activities
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.
This year The Bridging Project has continued to deliver its programme to our partners at Trinity and Balliol College Oxford as well as Murray Edwards College Cambridge. Our programme, designed to support under-represented students in the transition to university, has provided a year-long in depth programme of support to students. This included monthly one-to-one coaching sessions, starting before students began at university as well as termly group coaching sessions and skills seminars.
In addition this year we piloted a flexible approach aimed at providing a more accessible coaching programme to students. This was piloted with the Institute of Education at UCL. The students we have supported have some of the lowest entry rates into university and are groups which have statistically significant gaps in participation and retention. (Social Mobility Commission & HESA 2021).
In April 2025 the difficult decision was made to close down the charity at the end of this year so this report marks the final trustees report for the organisation.
## Public Benefit
The Trustees confirm that they have referred to the Charity Commissions published guidance on the public benefit requirements under the Charities Act 2011 when reviewing the bridging projects aims and objectives and in planning activities. The trustees confirm that all 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 2025 there were six Trustees.
The organisation currently has one full time member of staff, one part time member of staff,4 two freelance lead coaches, a freelance fundraiser and freelance Communications and Social Media Manager. The programme and coaching are delivered by volunteers.
## **The need for our work**
The Bridging Project provides professional coaches to students who need it most. The Office for Students (OfS) reports that students from the most disadvantaged areas are nearly twice as likely to discontinue their studies within their first year compared to their more advantaged peers (8.8% vs 5.1%) (OfS, 2023). Similarly the Sutton Trust found that care experienced students are nearly three times more likely to drop out of university (Sutton Trust, 2021).
Many students report struggling with confidence, accessing support, and not feeling as though they belong at the universities they attend (Universities UK, 2019). The Bridging Project was created to help change this.
Our work was shaped by national research highlighting the barriers faced by students from lower income and care experienced backgrounds. In particular, research points to the importance of personal factors, including students' confidence, their sense of belonging, and soft skills, which play a key role in students’ wellbeing and attainment (TASO, 2022).
Over the last six years, we have worked in partnership with colleges and universities to deliver a structured coaching programme of support. This has been delivered by our team of qualified coaches, many of whom have lived experience of the challenges students face.
1. _Office for Students, Student characteristics and outcomes data: continuation rates by disadvantage, Annual Report 2023–24._ 2. _Sutton Trust, Universities and Social Mobility: Summary Report, November 2021._
3. _Universities UK, BAME Student Attainment at University: #ClosingTheGap report, 2019._
4. _TASO (Centre for Transforming Access and Student Outcomes), What works to tackle mental health inequalities in higher education, 2022._
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Our key outcomes
Belonging Accessing Support Soft Skills University Life
Students feel as Students are confident Students develop soft Students have the
though they belong in themselves and in skills including goal knowledge and
at university accessing support setting, problem confidence to
at university solving and time and engage fully in
stress management university life
**----- End of picture text -----**
Our approach has centred on four key outcomes:
- **Sense of belonging** - ensuring students feel connected to the university and that they matter to the wider community.
- **Confidence in accessing support** - ensuring students not only know what support is available but also have the confidence to access it.
- **Development of soft skills** - including goal setting, problem solving, and time and stress management.
- **Engagement in wider university life** - from joining societies to seeking out opportunities.
What began as a small pilot supporting alumni from Kensington Aldridge Academy has grown into a programme that has partnered with five universities and supported 211 students throughout their first year. **Take a look at our timeline below to explore our journey and progress over the last six years.**
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Our story
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First university partnerships at Trinity and Balliol Colleges. Advisory board recruited who later became trustees. Recruitment of first team of volunteer coaches. University of East London partnership for recruiting coaches. Evaluation framework developed.
**----- Start of picture text -----**
Evaluation framework developed.
2019
2021
Initial idea for 2020
The Bridging Project.
With support from
KAA, the charity sets
up a pilot supporting
12 KAA alumni.
Shackleton Virtual programme
Leadership Award delivered to students
through the pandemic.
FEA innovation award.
Pilot supporting
neurodiverse students at
Nottingham University.
National Lottery
Community Fund.
2024
2023
2022
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Murray Edwards College Cambridge partnership. Recruitment of our team of Lead coaches. UCL pilot supporting care experienced students. Elle joins as Programme Manager.
**----- Start of picture text -----**
students.
Elle joins as
Programme Manager.
Pilot supporting
neurodiverse students at 50 volunteer coaches recruited.
Nottingham University. Reached 211 students.
National Lottery 5 year celebration at ITV studios.
Community Fund.
2025
Pilot flexi programme
with IOE, UCL.
Charity winds down.
7
2024
2023
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## **Our coaching community**
With a broad range of experience and expertise, our incredible volunteer coaches provide exceptional coaching sessions for our students. The impact and positive outcomes we see in students are largely driven by the diversity and dedication of our coaching team. Over the past six years, more than 65 coaches have worked with us, with a high rate of coaches returning year after year to continue volunteering.
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Coach ethnicities Coach lived experience Coach qualifications
White/ White British MSc Coaching & Positive Psychology
First generation Bursary
Asian/ Asian British Certified - ICF, EMCC, ILM, ACC
Free school meals Disability
Black/ Black British/ African/ Carib… MOE Certified
Neurodivergent
Other ethnic group Professional Certificate in Coaching
Mixed/ multiple ethnic groups 6% Coaching CPD
12%
4%
9% 33% 14%
8%
18%
19% 47%
8%
59%
31%
11%
23%
8
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## **Our coaching community**
Our coaches focused on:
- **Trained Coaches** : All coaches are professionally trained in coaching practice. **Lived Experience Coaches** : Many of our coaches have shared or adjacent lived experiences with students, helping build trust and deepen empathy.
- **Diverse Team** : Our coaching community reflects a range of cultural, social, and educational backgrounds to support a wide variety of student identities. **Supportive Peer Network:** Our coaches collaborate within a community of practice, sharing insights, reflections, and feedback to continuously improve their skills. Ongoing learning and development are prioritised to enhance coaching quality and programme impact.
- **Connection and Belonging:** We support coaches to foster strong peer relationships that promote mutual support, shared learning, and a sense of belonging within the coaching community.
## **Recruitment and matching**
Recruitment of our volunteer coaches is an important aspect of our programme. We invest significant time and care in recruiting volunteers who are aligned with our mission and represent the students we work with. We take the time to get to know both our coaches and students, and we are thoughtful in how we match them. We consider students’ preferences, what they are looking for in a coach, and shared lived experiences to foster deeper understanding and stronger relationships. This approach has proven highly effective with **100% of students having reported that their coach was a good match** .
**See here** for our coaching application forms, interview questions and matching forms. _Use the bottom right controls on the document to scroll across all six pages._
Being a coach on TBP was one of the most positive and meaningful experiences of my professional life. Supporting neurodivergent undergraduates as they found their voices, navigated university life, and embraced their unique ways of thinking felt like a true privilege. As someone who is also neurodivergent, it was so encouraging to witness each student grow in confidence, self-understanding, and courage. I came away from the project deeply encouraged by the students' resilience and the reminder that inclusion is not only possible but transformational and starts in our mindset.
**Charlie Hamilton - Bridging Project Coach**
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## **Our year long programme of support**
- **Personalised Coaching:** We deliver one to one coaching sessions tailored to students’ goals, supporting them to set clear, actionable steps to work on between sessions.
- **Group Coaching & Workshops:** We facilitate group coaching sessions and skills based workshops where students connect and develop key skills like confidence, time management, and stress management within a supportive peer environment.
- **Flexible Delivery:** We adapt the coaching length, format, and content to meet individual needs. This flexibility ensures students can access support in a way that works best for their circumstances, schedules, and preferences.
**----- Start of picture text -----**
September - June
September
Students attend termly
Students have an initial
online and in-person
introductory call with
group coaching sessions
their coach to get to and skill workshops
August know them, learn how
The programme coaching works and how
starts on Results to make the most of their End of
Day and we sessions Termly Programme
introduce students Events
July - August to their coaches by Monthly
Students meet theteam and learn more the end of August Meet your Sessions June
about the programmeand coaching ProgrammeKick-Off 2023 Coach Students attendtheir final coaching
Confirm2022 September - June sessions and our
Place virtual end of
Matching Monthly coaching sessions programme event .
take place throughout
Intro Calls September students first year .
Students complete
Students attend our end of programme
Sessions focus on what’s
start of programme feedback forms
July - August virtual kick-off event important to students,
Students complete and complete the common topics include:
the matching form start of programme
and we will begin the form Accessing support
matching Soft skill development
Developing confidence
form and
and a sense of belonging
Engaging in uni life
**----- End of picture text -----**
## **TBP Student Programme Timeline**
## **Sign Up**
April - July
**Students complete application form** and wait for place to be confirmed
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## **Our year long programme of support**
## **Introducing coaching to students**
We know that for many students, coaching is a new concept, so we take time at the start of the programme to meet individually with all students to get to know them and introduce what coaching is, how it works, and what they can expect from our coaching programme. We provide resources to further support students’ understanding of coaching, and we host a virtual kick-off event where students can meet others on the programme and take part in small group coaching sessions ahead of starting university.
## **Contracting and first coaching sessions**
Once matched, students have an introductory session with their coach to build rapport and go through a clear coaching agreement that sets shared expectations and creates a safe, supportive space. Coaches explain that coaching is student led and focused on helping them explore their goals, challenges, and strengths, and work towards practical, personalised steps that support their journey through university. The first coaching sessions focus on goal setting to help students clarify what they want to get out of coaching, which might include building confidence, developing soft skills, or feeling more connected. This early foundation helps students engage meaningfully with the programme, recognise the value of coaching, and make the most of their coaching experience.
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Programme Stage Individual Coaching Focus Skill Based Group Coaching Focus
Virtual kick-off event with small group
Managing transitions, confidence
Pre-Arrival coaching sessions to meet other students
building, goal setting
before university
Building a sense of belonging, managing Building connections and a sense of
Term 1 (Sept-Dec) imposter syndrome, navigating university belonging, visualising first year, engaging in
systems, goal setting university life, confidence and study skills
Soft skills development, engaging in Time and stress management
Term 2 (Jan-Mar)
university life, building support networks
Reflecting on first year and achievements,
Reflection and self-coaching skills, stress
Term 3 (Apr-Jun) connection and peer support, preparing for
management, exam preparation
exams, and stress management
Preparing for end of sessions and End of programme virtual event to celebrate
End of Programme
transiting into second year, peer support, their achievements, reflect on learnings and
(June)
reflection and self-coaching skills how to apply these going forward
11
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## **Our flexible coaching pilot**
In 2025 we adapted our year-long coaching model and piloted a new flexible coaching programme in partnership with the IOE at UCL. The aim was to deliver a more adaptable and scalable approach that provides support when students need it.
Our flexible coaching model offered students 3 to 6 online coaching sessions over six months, delivering fewer but tailored sessions that remained impactful and led to meaningful student outcomes.
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Programme Stage Coaching Focus
Goal-setting, belonging, managing transitions, navigating systems,
Transition (Y1)
engagement, confidence and soft skills development
Mid-Study (Y2–Y3) Motivation, self-reflection, developing networks & career exploration
Final Year Graduate confidence, future planning, sustaining wellbeing
Post-Graduation Transition coaching to employment or postgraduate study
Over 6 months
TBP Flexi Student Programme Timeline First coaching sessions take
place and students book following End of Programme
sessions. Students can access
Students have final
3-6 coaching sessions with their
coach. Sessions will focus on coaching sessions and
complete a short
what’s important to students,
feedback form to
common topics include:
share their experience
Accessing support
on the programme
Soft skill development
Developing confidence and a
Month 1
sense of belonging
We match students with Engaging in uni life
a coach and students End of
complete the start of Online Programme
2023
programme survey Workshops
Coaching2022
Sessions
Meet your
Coach
Matching Over 6 months
Sign Up Students are invited to
our online workshops
Month 1
throughout the year,
Students have an initial open to all BP students.
introductory call with their These focus on skill
Month 1 coach to get to know them, development
Students complete learn how coaching works
application form and wait and how to make the most
for place to be confirmed of their sessions
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## **PROGRAMME SUMMARY**
41
students on the programme
271
coaching sessions attended this year
9
student events delivered
**98%**
**100%**
**97%**
of students **engaged on the programme** throughout the year
of students **rated the programme as good/ excellent**
of students would **recommend The Bridging Project** to other students
**100%**
of students **completed their academic year** and will **continue their studies next year**
**53%**
of students stated that the programme **influenced their plans to continue their studies**
of students stated that the programme **improved their 72% sense of belonging** at university
**94%**
of students stated that the programme **improved their soft skills**
of students stated that the **66%** programme helped them **access support** at university
**81%**
of students stated the programme helped them **engage in university life**
TBP helped me to grow and develop into a well-rounded student over my year at uni, by helping me to engage with uni life, set clear goals, and get through challenges like exams and revision stress.
The Bridging Project really helped me settle into university and learn skills that I can transfer into my next years. **Trinity Student on The Bridging Project** 13
**Murray Edwards Student on The Bridging Project**
## **OUR COACHES**
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100%
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of students said their **coach was a good match**
## **Susan - Oxford Coach**
**EMCC Coach & MSc Applied Positive Psychology & Coaching**
“As the first in my family to attend university, I had to navigate several challenges on my own, so I know first hand how valuable one-on-one support can be. This is why I'm passionate about giving back and providing the support and encouragement I wish I had, and to empower students to thrive in their academic and personal journeys.”
## **Anita - Flexi Coach**
**Certified MOE Coach & 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 underrepresented backgrounds. I am passionate to support and empower students in higher education to overcome any challenges they may face on their journey.”
## **David - IOE, UCL Coach**
**ILM L7 Certificate in Executive Coaching**
“As a free school meals child and first generation graduate, I'm motivated to support students who may be feeling quiet pressure to fit in or keep up.”
My coach has been instrumental in developing me into a person I can be immensely proud of. They really helped me to instil the qualities in myself that will see me through my degree and beyond.
**Trinity Student on why their coach was a good match**
My coach has been friendly, supportive and understanding. She’s been a listening ear when things are tough and a cheerleader when things are going well!
**Murray Edwards Student on why their coach was a good match**
14
**My coach helped me to look at myself and my skills reflectively, in such a way that I can identify (and often solve) my own problems.**
**Identifying the problem is the main step in solving it, and the coaching sessions have taught me to look at myself objectively to do this. As a result, I feel more confident in myself and more happy being my true self.**
Balliol Student on The Bridging Project
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## **THE BRIDGING PROJECTRETENTION HAS HAD A POSITIVE IMPACT ON STUDENT RETENTION**
**100%**
of students completed their academic year and will continue their studies next year
**53%**
of students stated that **the programme influenced their plans to continue their studies** at university
**Students on The Bridging Project say the programme is...** Reassuring Encouraging Positive Helpful Empowering Educating Informative Relieving Enjoyable Fun Insightful Useful Confidence-boosting Sensitive Safe Life changing Motivational Beneficial Thoughtful Reflective Effective Supportive
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## **THE BRIDGING PROJECT HAS HAD A SIGNIFICANT IMPACT ON STUDENTS' SENSE OF BELONGING AT UNIVERSITY**
**69%**
of students **feel they belong** at university
**72%**
stated that the programme improved their **sense of belonging** at university
## Pre-programme
## Post-programme
## Impact
of students felt happy with their **80%** choice to be a student at their university
**94%**
of students feel happy with their choice to be a student at their university
14%
increase of students feeling happier with choosing their university
of students felt **0%** understood by others at their university
**69%**
of students feel understood by others at their university
69%
increase of students feeling understood by others at their university
of students felt **17%** they mattered to others at their university
**66%**
of students feel they matter to others at their university
49%
increase of students feeling that they matter to others at their university
I have a clearer mind and am more self-aware. I am kinder to myself and realise I am enough and I can do this!
**IOE, UCL Student on The Bridging Project**
I got to speak about my concerns at university to someone who related or understood and now I feel more like I belong at my university.
> **UCL Student on The Bridging Project** 17
## **THE BRIDGING PROJECT HAS SUPPORTED STUDENTS IN SOFT SKILL DEVELOPMENT**
**78% 94%**
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 **49%** set short and long term goals and achieve them of students could identify problems **59%** and implement the steps needed to overcome them
45% increase of students being able to set goals and achieve them
of students can set short and long **94%** term goals and achieve them of students can identify problems **91%**
32%
of students can identify problems 32% and implement the increase of students steps needed to developing problem overcome them solving skills
of students could **24%** manage their time effectively of students could **29%** manage their stress effectively
**81% 81%**
of students can manage their time effectively
of students can manage their stress effectively
57% increase of students developing time management skills
52% increase of students developing stress management skills
Coaching helped me develop the skills I needed to make it through my first year at uni and gave me the chance to find ways that worked for me.
**Balliol Student on The Bridging Project**
I have learned so much with my coach, including developing my time management and prioritisation skills and the ability to practically test and experiment with these.
> **IOE, UCL Student on The Bridging Project** 18
## **THE BRIDGING PROJECT HAS DEVELOPED STUDENTS’ CONFIDENCE TO ACCESS SUPPORT AT UNIVERSITY**
**88%**
feel **well supported**
feel confident accessing support **81%** at university
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66%
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stated that the programme helped them access support at university
## Pre-programme
## Post-programme
## Impact
of students felt **39%** confident accessing financial support
**78%**
of students feel confident accessing financial support
39% increase of students feeling confident to access financial support
of students felt confident accessing **46%** pastoral support from university staff
**78%**
of students feel confident accessing pastoral support from university staff
## 32%
increase of students feeling confident to access pastoral support from university staff
of students felt **49%** confident accessing careers services of students felt **34%** confident accessing student support services
of students feel **78%** confident accessing careers services of students feel **72%** confident accessing
of students feel confident accessing student support services
29% increase of students feeling confident to access careers support
38% increase of students feeling confident to access student support services
My coaching experience felt incredibly personal and unique to me, with my coach genuinely excited to hear about how I was doing and offering very specific support for my first year journey.
Coaching has encouraged to communicate my worries to my loved ones more. It made me realise I need to ask for help more.
> **IOE, UCL Student on The Bridging Project** 19
**Murray Edwards Student on The Bridging Project**
## **THE BRIDGING PROJECT HAS HAD A POSITIVE MPACT ON STUDENT ENGAGEMENT IN UNIVERSITY LIFE**
**78%**
feel **confident engagin** g with **63% university life**
are engaging in extra- curricular activities on a regular basis
**81%**
of students stated the programme helped them **engage in university life**
## Pre-programme
## Post-programme
## Impact
of students understand how university grading systems work and how they’ll be assessed
of students understood of students understand **49%** how university grading **88%** how university grading systems work and how systems work and how they’ll be assessed they’ll be assessed of students knew how of students know how to find out about extrato find out about extra- **41%** curricular opportunities **81%** curricular opportunities and felt confident and feel confident engaging with them engaging with them of students felt of students feel confident engaging confident engaging **56% 81%** with personal and with personal and group based study group based study of students felt of students feel **41%** confident making **84%** confident making and spending time and spending time with friends with friends of students felt of students feel confident engaging confident engaging **24%** with volunteering **59%** with volunteering and events and and events and activities off campus activities off campus
## 39%
increase of students knowing how university grading systems work
40%
increase of students feeling confident engaging with extracurricular opportunities
25%
increase of students feeling confident engaging in studying
## 43%
increase of students feeling confident making and spending time with friends
35% increase of students feeling confident engaging with volunteering and off campus activities
I've become a lot more confident and better at balancing my social life and my studies. **Trinity Student on The Bridging Project**
My coaching sessions helped me to reflect on myself, both at university and in social situations and hold myself accountable.
20
**IOE, UCL Student on The Bridging Project**
**My coach has been really valuable in helping me increase my confidence and enjoy my studies. I’ve adopted a better work-life balance through developing sustainable wellbeing strategies and setting realistic goals/tasks for the following day.**
**TBP has been especially invaluable in providing a supportive outside voice who is willing to listen to my struggles and provide very personalised and tailored support. The lessons learned from my coaching sessions have been super helpful and applicable for any challenges that might arise in my second year or even outside of the university setting.** 21 Murray Edwards Student on The Bridging Project
## Financial Review
Total incoming resources for the year amounted to £73,913 while total resources expended were £96,092, resulting in the charity spending £22,179 of reserves.
The Bridging Project makes year-long commitments to its university partners and student beneficiaries as, well as to its two employees and team of freelance workers. It has therefore been an objective of the Trustees to gradually build a financial reserve to provide sustainability for the future. During the year, staff reductions were made to help rebuild reserves, including the full-time member staff reducing their work days and taking a period of unpaid leave.
Although the charity was successful in keeping reserves of £7,423 by year end, this remained below the trustees aim of maintaining at least three months of operating expenditure. The charity continued to face challenges in building a sustainable income base.
Looking ahead to 2025-26, the trustees projected a significant shortfall that would have placed the organisation at risk of not being able to fulfil its partnerships and contractual obligations next year. As a result, the decision was made to close the charity at the end of this financial year.
## Decision to close the charity
In April 2025, the trustees made the difficult decision to close The Bridging Project by the end of August 2025. This report therefore represents the final set of accounts and trustees report for the organisation.
The decision followed a careful review of the charity’s long term sustainability and the external funding landscape. After full consideration the trustees unilaterally voted that the charity would close down this year and that an orderly closure was in the best interests of its beneficiaries and stakeholders.
## **Summary of the process taken**
- The trustees undertook a structured process in line with the charity’s governing document and relevant charity law.
- This included a thorough evaluation of all options including charity mergers and a reduction in services.
- A board meeting was held and a vote was taken to decide.
- A formal redundancy consultation process was held with employed staff member notice periods and redundancy processes followed.
- University partners, funders and supporters were informed in writing and through meetings ,ensuring transparent and timely communication. All contractual obligations were reviewed and fulfilled.
## **Disposal of assets**
- The remaining assets of the charity were transferred to FirstGens, a Community Interest Company working with students who are first in their family to university to insure continuity of our work.
- The trustees confirm that all transfers were in line with the charity’s objectives and in22 line with the requirements of charity law.
## 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. T
hey 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 and signed on their behalf by Susanna Eriksson-Lee on X Tuesday 11th November 2025.
## Acknowledgements
This Trustees’ Report marks the final submission for The Bridging Project. The trustees confirm that the closure process was conducted in full compliance with the charity’s governing document and the requirements of charity law, and that all remaining assets were distributed in line with the charity’s objects. T he trustees wish to express their thanks to the staff, freelance team, volunteers, funders, and partners whose commitment made the charity’s work possible, and to the young people who engaged with our programmes. Although The Bridging Project has now formally closed, the trustees are confident that its impact will continue through the organisations and communities it has supported.
A final legacy report has also been produced which includes resources for students, coaches and universities to utilise in their work.
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**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 2025 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:
Page 24
**The Bridging Project**
## **Statement of Financial Activities (incorporating the Summary Income and Expenditure Account) for the year ended 31 August 2025)**
|**Notes**
**Income and endowments from:**
Grants and donations
**2**
Charitable activities
**3**
Other
**5**
**Total incoming resources**
**Expenditure on:**
Raising funds
**4**
Charitable activities
**6**
Other
**7**
**Total outgoing resources**
Corporation tax
**Net incoming resources**
**8**
Other gains and losses
**Net movement in funds**
**Reconciliation of funds:**
Total funds brought forward
**Total funds carried forward**|**Unrestricted**
**funds 2025**
**Restricted**
**funds 2025**
**Total funds**
**2025**
**£**
**£**
73,365
-
73,365
-
-
548
548
**73,913**
**-**
**73,913**
6,043
-
6,043
4,112
-
4,112
66,279
19,657
85,936
**76,435**
**19,657**
**96,092**
-
-
**(2,522)**
**(19,657)**
**(22,179)**
-
-
**(2,522)**
**(19,657)**
**(22,179)**
9,945
19,657
29,602
**7,423**
**-**
**7,423**|**Total funds**
**2024**
**£**
64,811
36,500
-
**101,311**
4,877
9,049
83,510
**97,436**
1,975
**5,850**
-
**5,850**
23,752
**29,602**|
|---|---|---|
The statement of financial activities includes all gains and losses recognised in the year.
The charity ceased operations from the end of this accounting period.
Page 25
**The Bridging Project**
## **Balance Sheet at 31 August 2025**
|**Notes**
**Fixed assets**
Tangible assets
**10**
**Current assets**
Cash at bank and in hand
Tangible assets
**Creditors:**Amounts falling due within one year
**11**
**Net current assets**
**Total assets less current liabilities**
**Total net assets**
**The funds of the charity**
**Restricted funds**
Restricted income funds
**12,13**
**Unrestricted funds**
General funds
**12,13**
**Total funds**|**2025**
**£**
-
**-**
10,546
-
**10,546**
**(3,123)**
**7,423**
**7,423**
**7,423**
-
7,423
**7,423**|**2024**
**£**
-
**-**
47,094
1,511
**48,605**
**(19,003)**
**29,602**
**29,602**
**29,602**
19,657
9,945
**29,602**|
|---|---|---|
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 2025 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 …........................ and signed on its behalf by:
Edith Susanna Eriksson-Lee Trustee
Date:
Page 26
**The Bridging Project**
## **Notes to the Accounts for the year ended 31 August 2025**
## **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**
Following a meeting on 16/04/2025 at which the Trustees voted to cease operation of the Charity from 31 August 2025, the Charity is no longer a going concern and the accounts are presented on this basis. Post year a donation of any remaining reserves will be made to a Charity of the Trustees choosing.
## **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.
Gains/(losses) on revaluation on investment assets
This includes any gain or loss on the sale of investments.
Page 27
**The Bridging Project**
## **Notes to the Accounts for the year ended 31 August 2025 (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 28
**The Bridging Project**
## **Notes to the Accounts for the year ended 31 August 2025 (continued)**
|Total
**2**
**Income from grants and donations**
**Unrestricted**
**Restricted**
**2025**
Grants received
73,365
-
73,365
**3**
**Income from charitable activities**
**2025**
Course delivery
-
**4**
**Expenditure on raising funds**
**Unrestricted**
**Restricted**
**2025**
Advertising and marketing
1,115
-
1,115
Freelance Fundraisers
4,928
-
4,928
6,043
-
6,043
**5**
**Other income**
**Unrestricted**
**Restricted**
**2025**
Interest received
548
-
548
548
-
548
**6**
**Expenditure on charitable activities**
**Unrestricted**
**Restricted**
**2025**
Direct charitable activities
-
-
-
**Governance costs**
Independent examination - current year
500
-
500
Other accountancy fees paid to independent examiner
2,475
-
2,475
Legal and professional fees
1,138
-
1,138
4,112
-
4,112
**7**
**Other expenditure**
**Unrestricted**
**Restricted**
**2025**
Staff costs (Note 9)
59,887
19,657
79,544
Travel costs
937
-
937
Depreciation
464
-
464
General administrative costs
3,944
-
3,944
Loss on disposal
1,047
-
1,047
66,279
19,657
85,936
**8**
**Net income before transfers**
**2025**
This is stated after charging:
Depreciation of owned fixed assets
464|Total
**2024**
64,811
**2024**
36,500
**2024**
-
4,877
4,877
**2024**
-
-
**2024**
4,775
500
3,177
597
9,049
**2024**
74,758
1,943
269
6,540
-
83,510
**2024**
269|
|---|---|
Page 29
## **The Bridging Project**
## **Notes to the Accounts for the year ended 31 August 2025 (continued)**
|**9**
**Staff costs**
Salaries and wages
Social security costs
Pension costs
Staff recruitment and training costs|**2025**
75,836
2,024
1,614
70
79,544|**2024**
70,643
1,456
1,745
914
54,326|
|---|---|---|
In the year to 31 August 2025, no employee received emoluments greater than £60,000 (2024: nil).
No trustees (2024: nil) were reimbursed for expenses incurred (2024: nil) for travel to board meetings. No trustee received any remuneration in the year (2024: nil).
Key management personnel comprise the trustees and the founder. Total remuneration paid to these individuals was £47,623 (2024: £44,036).
The average number of staff employed, including part time staff was 2 (2024: 2)
|**10**
**Tangible fixed assets**
**Cost**
At 1 September 2024
Additions
Disposals
At 31 August 2025
**Depreciation**
At 1 September 2024
Charge for the year
Depreciation on disposal
At 31 August 2025
**Net Book Value**
At 31 August 2025
At 31 August 2024
**11**
**Creditors falling due within one year**
Other taxes and social security
Trade and other creditors
Accruals
Deferred income|1,857
-
1,857
-
-
346
464
-810
0
0
-
1,511
**2025**
0
483
2,640
-
3,123
**Computer**
**equipment**|**Total**
1,857
-
1,857
-
-
346
464
-810
0
0
-
1,511
**2024**
1,458
220
3,324
14,000
19,003|
|---|---|---|
## **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|**2025**
-
-
-|**2024**
10,000
4,000
14,000|
|---|---|---|
Page 30
**The Bridging Project**
## **Notes to the Accounts for the year ended 31 August 2025 (continued)**
## **12 Movement in funds**
|Restricted funds:
National Lottery
Unrestricted funds:
General funds|**At 1**
**September**
**2024**
19,657
9,945
9,945|**Incoming**
**resources**
**including other**
**gains/(losses)**
-
73,913
73,913|**Outgoing**
**resources**
(19,657)
(76,435)
(96,092)|**At 31 August**
**2025**
-
7,423
7,423|
|---|---|---|---|---|
|**At 1**
**September**
**2023**
Restricted funds:
National Lottery
6,145
Unrestricted funds:
General funds
17,607
23,752
**Analysis of net assets between funds**
Fixed assets
Net current assets
Fixed assets
Net current assets|**Incoming**
**resources**
**including other**
**gains/(losses)**
19,661
81,650
101,311
**Unrestricted**
**Funds**
-
7,423
7,423
**Unrestricted**
**Funds**
-
9,945
17,607|**Outgoing**
**resources**
(6,149)
(89,312)
(95,461)
**Restricted Funds**
-
-
-
**Restricted Funds**
-
19,657
19,657|**At 31 August**
**2024**
19,657
9,945
29,602
**Total 2025**
-
7,423
7,423
**Total 2024**
-
29,602
29,602|
|---|---|---|---|
## **13 Analysis of net assets between funds**
## **14 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 31