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2025-08-31-accounts

ANNUAL REPORT 2024-25

Heads Up Kids activities, impact & financial reporting for the year ended 31st August 2025

Charity No. 1205781

Reference and Administrative Details:

Charity name: Heads Up Kids Charity number: 1205781

Registered office:

120 Furzehill Road Borehamwood Hertfordshire WD6 2DZ

Website: www.headsupkids.org.uk

Trustees

Laura Gleen (Chair) Justin Kett Oluwakemi Omijeh (resigned 12 June 2025) Emma Forman (appointed 5 June 2025) Laura Shephard (appointed 30 June 2025) Abby Coften (appointed 30 June 2025)

Senior Management (Co-Directors)

Andrea Hugh Claire Godley

Independent Examiner

David Pollock FCMA Pollock Accounting Ltd 3–4 Sentinel Square London NW4 2EL

The Trustees present their annual report and financial statements for the year ended 31 August 2025. The report has been prepared in accordance with the Charities Act 2011 and the Charities SORP (FRS 102). In line with Charity Commission guidance and emerging SORP 2026 expectations, Trustees have sought to explain not only what the charity has done, but why it matters, what changed as a result, and the evidence of this impact.

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Contents:

Message from the Chair of Trustees 3
Message from the Founders 4
Objectives and Activities 5
Vision, Mission and Outcomes 6
Our Activities 2024-25 7
Why Our Work Matters 8
Teacher Training 9
Our Schools 9
Achievements 10
Plans for 2025–2026 16
Financial Review 16
Structure, Governance and Management 17
Risk Management 17
Independent Examiner’s Report 19

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Message from the Chair of Trustees Laura Gleen

This year has been an encouraging period of growth and development for Heads Up Kids. More schools and teachers are recognising the importance of supporting children’s emotional wellbeing alongside their academic learning, and it is inspiring to see the positive difference this work can make both within classrooms and as children navigate the world beyond.

Across the year our programmes have supported thousands of children and teachers. By equipping educators with practical tools and structured wellbeing resources, Heads Up Kids helps schools create environments where children can understand their emotions, build positive relationships and develop confidence in facing challenges.

Schools continue to operate in a demanding climate, with financial pressures and increasing concern around children’s mental health. In this context, accessible and high-quality wellbeing education is more important than ever. Heads Up Kids is providing schools the support they need to help children develop resilience and the emotional skills that underpin healthy development.

The organisation has also made important progress in strengthening its foundations. Improvements to internal systems and data processes are helping the team monitor engagement more effectively and communicate impact with greater clarity. At the same time, the Board of Trustees has been expanded to include additional expertise that supports strong governance and strategic oversight.

Like many charities, we recognise that the funding environment ahead may present challenges. However, I am confident that the commitment, creativity and determination of this team will enable Heads Up Kids to meet those challenges and continue to grow its impact.

On behalf of the Board, I would like to thank the staff team, our supporters, the whole board, and funders whose commitment makes this work possible.

We look forward to building on this progress in the year ahead.

Laura Gleen Chair of Trustees

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Message from the Founders Andy Hugh and Claire Godley

This has been an exciting and transformative year for Heads Up Kids. Our wellbeing programme has reached over 8000+ children and even more have benefitted from our free resources.

The recruitment of a freelance Operations Manager has enabled us to focus on school recruitment, school retention and fundraising. The implementation of a CRM database (Donorfy) and improved IT integration has strengthened our ability to track engagement, evaluate impact and report outcomes clearly. In the current strained financial climate, our funded offer has been hugely welcomed by primary schools. As a result, we have seen a significant increase in the number of children accessing our materials.

To reach our targets, we strengthened our Board of Trustees, bringing in expertise in fundraising, marketing, safeguarding and evaluation. This has enhanced our strategic thinking and governance. We continue to work to build our profile and our networks to sustain this work.

We take great pleasure in supporting schools, teachers and children with positive wellbeing and we are grateful to the schools that choose us for this vital part of their children’s education. Our work continues to be rooted in a simple belief:

“We believe that in a classroom where children have the words to express their feelings and feel confident to do so, those children will be more resilient, more able to solve problems, they will have more empathy for others and be better able to work collaboratively.”

We are extremely grateful to our funders and supporters, without whom this work would not be possible. Your generosity enables us to continue delivering vital wellbeing support to schools and helping children develop the confidence and resilience to thrive.

Andrea Hugh & Claire Godley Co-Directors

www.headsupkids.org.uk

Objectives and Activities

Our Purpose

Heads Up Kids is a Charitable Incorporated Organisation (CIO), registered with the Charity Commission on 17 November 2023 (Charity No. 1205781).

The charity exists for the public benefit to advance the education and development of children throughout the UK by:

The Trustees confirm that they have had due regard to Charity Commission guidance on public benefit when setting objectives and planning activities.

During the year, we reviewed and refined the charity’s vision. This work ensured that our strategic direction remains clear and continues to underpin our charitable objectives. We reaffirmed our core purpose and strengthened the framework that guides all our activities and decision making. This foundational work was particularly important this year. We wanted to be able to effectively articulate ourselves in funding applications and this helps us to be clear about what we are doing, why, and how we measure our impact.

What is the problem we are addressing?

Heads Up Kids exists to address three interconnected challenges:

Children’s Mental Health Crisis

Around 1 in 5 children are experiencing a probable mental health difficulty ( NHS Digital, 2023 ).

Lack of Mental Health Training for Teachers

Teachers significantly impact children’s wellbeing, yet many report feeling ill-equipped to deliver structured social and emotional learning. (Psychology in the Schools, 2022)

Financial Hardship in Schools

76% of primary schools in England are projected to face budget deficits in 2025. Most cannot afford specialist wellbeing programmes.

Our response is early, preventative, curriculum-based wellbeing education delivered free of charge wherever funding allows.

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Vision, Mission & Outcomes

Our Outcomes Questions

Vision

To raise a generation of children who have the skills and tools for positive mental health.

Mission

To empower teachers with inspiring training and a bespoke wellbeing curriculum that builds children’s:

Emotional literacy Emotional regulation Friendship skills Positivity and resilience

In line with Charity Commission guidance and SORP expectations, Trustees have reflected on our core outcomes questions:

What change are we trying to make?

We aim to increase children’s emotional literacy, empathy, resilience and ability to manage relationships and transitions.

What would success look like?

Children can name emotions accurately, regulate themselves more effectively, resolve friendship difficulties with greater independence, and approach transitions (such as moving to secondary school) with confidence.

How would we notice improvement?

Through teacher-rated before-and-after measures, structured feedback, qualitative insight and examples of behavioural change in classrooms.

Our activities are discussed below with respect to these questions.

Achievements and Performance

Headline Reach

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273 89 schools
8000+ Over 8000 273 teachers 89 used Heads
children took were trained to Up Kids to
part in deliver Heads support their
Heads Up Kids Up Kids pupils mental
programmes. programmes health
education
50 NEW 5 NEW
50 schools 5 FREE
used the resources were
wellbeing made available
curriculum for for any schools
the first time. to use.
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Trustees note that these figures represent outputs. The remainder of this section focuses on outcomes and change.

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Our Activities this year: September 2024 – August 2025

The Heads Up Kids programmes, for the Early Years Foundation Stage through to Year 7*, are delivered in the classroom by the class teacher. The overall aim is to create a shared emotional language in the classroom.

In 2024-25 we focused our activities to fulfil our charitable objectives on the following key areas:

By focusing on these areas, we give children skills, strategies and tools The Heads Up that can help them manage Training includes Kids programmes their emotions, get on well instruction on how to focus on four main with those around them and deliver the sessions develop positive mental areas of children’s health. themselves but, importantly, development: also supports teachers to embed the social and emotional learning from the sessions into all aspects of school life. We also support the wellbeing education delivered in schools by developing accompanying information for We continually evaluate parents, speaking at parent and update the programmes information events, and in response to feedback providing tips and tools and requirements of the through our social media schools we work with Our work goes above platforms. We train and beyond statutory and in line with any teachers to facilitate PSHE requirements, covering national guidance or essential elements but also the programmes in the developments in classroom and embed research. giving children meaningful, wellbeing into the culture of experiential learning the class and into all experiences that make an aspects of school life. impact now and in *Currently we have the future. paused work with Year 7 groups (see page 9)

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Why our work matters

With around one in five children and young people now facing a probable mental health difficulty in England, the case for early, preventative support has never been clearer — “mental health problems in the teenage and emerging adult years can massively impact a young person’s future trajectory in terms of education, health, employment, and social skills.” NHS England’s 2023 survey demonstrates this urgent need for effective early intervention.

While schools increasingly recognise the importance of social and emotional wellbeing, many lack the resources to embed high-quality support. Social and emotional learning (SEL) is not just a “nice-to-have”. Research shows that SEL interventions can strengthen emotional skills, improve peer relationships, and support overall wellbeing, helping children manage stress and build confidence.

Heads Up Kids bridges this gap by delivering our wellbeing programmes completely free of charge, ensuring that all pupils — regardless of their own financial circumstances or their school budget — can access the tools they need to thrive. Our programmes help pupils and teachers develop a shared emotional language that enhances children’s ability to recognise, understand, and express feelings — a cornerstone of lifelong resilience.

By normalising open conversations about feelings and emotional experiences, we equip children with the confidence to navigate friendships, cope with challenges, and approach emotional challenges constructively. In doing so, Heads Up Kids fosters not only better mental wellbeing today, but also stronger, more resilient adults tomorrow — reducing future demand on mental health services and contributing to healthier, more connected schools and communities.

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Teacher training

Our broad-reaching programmes enhance children’s confidence, self-esteem, and provide skills and tools for positive mental health.

Teachers who complete our CPD-accredited training consistently report feeling well-equipped to:

This aligns with evidence showing that when teachers feel confident and supported in delivering social and emotional learning, children experience better emotional regulation, stronger relationships and higher engagement in school life (Education Policy Institute, 2025).

As financial pressures on schools intensify and the mental health crisis deepens, the need for comprehensive, high-quality wellbeing education has never been greater. Although wellbeing is part of the statutory PSHE/RSHE curriculum, many schools still struggle to deliver structured, experiential programmes that genuinely integrate social and emotional learning into pupils’ everyday lives.

Our Existing Schools

Heads Up Kids began life as a project within the Jewish Community and had strong connections with PaJeS (Partnership for Jewish Schools) as well as other community organisations. In 2024-25 PaJeS continued funding for Heads Up Kids’ work in their subscribed Jewish Primary Schools through the PaJeS wellbeing project. 4650 children in PaJeS subscribed schools accessed Heads Up Kids programmes (a 10% increase) and 73 teachers were trained.

Through our connection with the Jewish community we have also been able to build strong relationships with the Orthodox Jewish community, for whom cultural and religious acceptability of educational materials is essential and can often make them ‘hard-to-reach’. This trust of our programmes and resources has translated into real impact. In 2024-25 we secured dedicated project funding and we reached 10 Orthodox schools, totalling over 1500 children.

Our strategy for developing outside the Jewish community is to focus our expansion in the geographical areas where we already work, predominantly the London Borough of Barnet and Hertfordshire. In 2024-25 we worked with an additional 22 schools in Barnet and 20 in Herts as well 47 in other areas in the UK.

The three secondary schools that we have previously worked with to deliver our Year 7 programme continue to use some of our materials on an ad hoc basis. However, we have decided to pause continued support and development work with these schools in the short term. This decision has been made in order to give more focus to our work in primary schools.

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Achievements

This reporting year aligned with the school academic year (2024 – 2025) in which the charity has worked with 89 schools, impacting approximately 8000+ children with preventative wellbeing education programmes. This figure is conservative because we know schools use our programmes without always keeping us informed, meaning the real number of children reached is likely significant higher.

In 24/25 we aimed to build on our existing work in schools and extend to new schools. Our mission as a charity was to secure funding to be able to offer out more free places to schools. We also wanted to improve our systems to have more accurate information about which schools continue to use our programmes year on year and the impact of each programme.

Early Years (Reception – “Finding Bunny”)

20 schools delivered the Reception programme, reaching approximately 590 children. 5 nurseries accessed materials. Parent sessions reached 103 adults.

The Finding Bunny Programme received overwhelmingly positive feedback from educators across all 20 schools. Teachers consistently reported that the programme significantly supported children's social and emotional development. Activities such as the "Sophie Says" song, storybooks, and circle time were particularly engaging, helping children articulate their feelings and develop emotional literacy. Many noted improvements in children’s ability to calm themselves, recognise others’ emotions, and express their feelings. The programme was praised for being age-appropriate, easy to follow, and impactful in fostering a positive classroom culture around wellbeing.

What Changed?

What We Learned

Evaluation revealed the need to extend the programme from 6 to 8 sessions. This will be implemented in 202526, strengthening depth and continuity.

"The children are beginning to understand that feeling frustrated and upset is fine and once they are calm they can talk about their feelings."

Reception Teacher

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Key Stage 1

"Our class has completed the Sebby program for year 1 - Thanks to you they have learnt many skills that should enable them to navigate the social scene within school and beyond. We have all grown from this program"

49 schools delivered the programme (including funded and partner-supported schools). 200 KS1 teachers were trained.

What Changed?

Beis Chinuch, London

"Year 2 thought that it was magical and thoroughly enjoyed the story and the activities."

Hywel Dda, Cardiff

Really easy to plan and use. The children love Sebby! They look forward to the session each week. It feels less like a lesson than PSHE before- which is a positive.

What We Learned

The consistent pattern of improvement across multiple schools gives reasonable confidence that structured delivery is contributing to measurable change.

Datchworth, Herts

Teachers reported improvements in all four key areas of the programme, teachers found that the programme helped children describe emotions with more accuracy, supported classroom wellbeing, and encouraged mutual understanding and compassion.

When comparing measures before and after the programme we can see that on average, teachers rated their class higher in all areas after delivering the Key Stage 1 programme. Empathy increased by the largest amount with scores also moving by a full point on the scale for Emotional Literacy, Emotional Regulation, Positivity and Resilience and Readiness for Learning.

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Key Stage 2

What Changed

What We Learned

In 2025-26 Year 5 materials will be reviewed and adapted in response to increased social challenges identified in that cohort (children who began Reception during COVID-19 lockdowns). Illustrating our commitment to learning-led adaptation.

"I have been "It has helped with more capable of dealing playground issues and how with my feelings and to resolve issues without other people's feelings adult support all the too." time."

Year 3 Child

Year 5 Teacher

In 24/25 we had hoped to raise funds to offer some more schools our Key Stage 2 programme free of charge. Unfortunately we have only been successful in making this a continued part of our offer in Jewish schools (PaJeS and orthodox schools). However, we were able to raise funds to extend our Year 6 transition programme (see below) and we did continue to develop the Key Stage 2 programme for those schools already using our materials.

"The metaphors are excellent. It was beautiful to see the great understanding that they acquired as they slowly understood how the things we learnt applied to them. (Especially the friendship wave!)"

Key Stage 2 Teacher

Year 6 Transition Programme

48 schools delivered the Year 6 programme. 29 teachers were trained. 28 schools used the Year 6 programme for the first time.

What Changed

Trustees consider transition support a high-impact intervention due to the vulnerability of this age group

"There was lots of mixed emotions within class at the start but as the programme continued their worries have changed to excitement and readiness. 'I'm ready to move on now, I can't wait and I know I will be nervous but I know that will pass'."

Year 6 Teacher

"The children became more confident in managing conflicts and showed more empathy toward others... Children reported feeling more confident about meeting new people and knowing how to manage stress or anxiety about the move."

Y6 Teacher, Summer Term 2025

*Some schools ONLY deliver Year 6 and do not use the rest of the Key Stage 2 materials.

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Special Educational Needs (SEN)

We continued working with Gesher School and began piloting programmes with Kisharon School. Adapted materials were developed collaboratively with specialist staff. These resources are now available to mainstream schools to support children requiring additional support.

We recognise significant future potential in specialist SEN curriculum development and will actively pursue specific funding for this project.

"The programme has been brilliant, I have seen – improvements in my class they are kinder and talking more about emotions and it has helped them to understand confidentiality." Alex, Class Teacher

Free Resources

Five free campaign resources were developed (including Anti-Bullying Week and Children’s Mental Health Week). There were 68 recorded downloads beyond direct partner distribution, representing potential reach to over 1,900 additional pupils.

Trustees acknowledge the need for improved tracking and have implemented clearer download processes.

Each year we create new resources to support significant campaigns in primary school. These resources are offered at no cost to all the schools we are working with. These resources are also available on our website for any school to download - this serves as an introduction or taster session for our wellbeing programmes.

Fundraising and Community Engagement

‘Colour Carnival 2025' engaged 10 schools and raised £1,166 while promoting positive mental health awareness.

Community supporters also raised over £2,500 at the Maccabi GB Community Fun Run.

19 grant applications were submitted; 6 were successful (47% success rate), securing £19,700 . Total funding from 7 funders (excluding New Era) amounted to £27,263.

A fundraising trustee was recruited to strengthen capacity.

We ran Colour Carnival 2025 after a successful pilot last year. The event is about promoting positive mental wellbeing and we suggest that families donate £1 and come to school wearing bright colourful clothing. In return, we provide a planned assembly for the whole school, presentation slides, and activity worksheet for both Key Stage 1 and Key Stage 2 children. We doubled the amount of schools taking part this year, which also means approximately double the amount of children reached.

"We had a great day, the children really thought about the things that they love and are grateful for."

Etz Chaim School

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Infrastructure and Governance Development

This year was the first year of having employed staff and that brought with it legal requirements for HR policies and procedures as well as financial management. We now have a handbook of appropriate policies to support contracts.

Key developments included:

We spent some time understanding our reserves position and creating a supportive structure for the charity to build our reserves for the future. We’ve registered for Gift Aid which has increased our unrestricted donations. Furthermore, we can use the CRM to automatically claim gift aid for us now it is integrated. Our new CRM, “Donorfy”, enables us to securely store data on schools and teachers participating in our programmes in accordance with GDPR. It helps with reporting on quantitative measures, as well as keeping track of attendance and follow-up activities. It has powerful capability in managing complex data and interactions with up-to-date amendments.

Our Team

We continue to operate with two senior members of staff and a freelance operations manager. All staff are required to work across multiple areas and skillsets.

We have increased our board with a focus on recruitment of specialist areas to support the team. Our three new trustees have backgrounds in fundraising, marketing and social work. This supports our organisational development and governance including safeguarding. Trustees are actively seeking a Trustee with finance/accounting expertise to further strengthen oversight.

We now have several payment platforms to accept donations online and in-person at events making giving easy and convenient which we hope will also encourage doors. The CRM can also hold donor data.

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Plans for 2025–2026

20 additional funded Reception schools 20 additional funded Key Stage 1 schools Continue KS2 development and funding search Expansion in Orthodox/Charedi schools, including Manchester Development of SEN curriculum Strengthened financial controls Increased website development and social media reach Expand free resource tracking and targeted marketing Continue development of CRM analytics Growth towards 150 schools by July 2026

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Plans for 2025–2026

Financial Review

The detailed financial statements follow this report.

Trustees have reviewed income streams, restricted and unrestricted funds, and cost allocation. The charity remains dependent on grant funding and continues to widen its funding base. In 2024-25 our total income was £131,313 and our total expenses were £148,202 .

Reserves Policy

The Trustees aim to build reserves sufficient to cover a minimum of three months of core operating expenditure plus redundancy costs, subject to funding volatility. This has been calculated to be approximately £42,000. These reserves ensure the charity can continue its vital work in the event of unexpected funding shortfalls or increased demand for services or alternatively work towards a carefully considered downscale or cessation of work if required. The charity currently holds unrestricted funds which are not designated of £38,496, we continue to build towards our target reserves and reassess this target as necessary. (As expected we have used the designated portion of our reserves from 2023-24, leaving us with slightly increased unrestricted reserves this year.)

Restricted Funds

In 2023-24 we carried over £18,049 in restricted reserves which were used towards their designated projects in 2024-25. Within 2024-25 we received restricted funds of £17,333 which were used within 2024-25 towards designated projects as shown in the accounts. In 2024-25 we also raised £17,183 of restricted funds from grants which are designated for projects in 2025-26. These are recorded within “Other Creditors” and will make up part of the budget for 2025-26. In total, at Year End August 31st 2025 we hold £182,183 related to future years.

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Investment Policy

Given the charity’s size and cash flow requirements, funds are held in cash accounts with low risk exposure. Fixed Term Bonds and an easy-access savings account have been opened with specialist charity banks to attain maximum interest while ensuring convenience.

Going Concern

Trustees have reviewed budgets, funding pipelines and reserves. On this basis, they consider the charity to be a going concern.

Structure, Governance and Management

Heads Up Kids is governed by its Constitution and a Board of Trustees who meet regularly. Trustees are appointed and co-opted in accordance with the Constitution. Induction includes a detailed trustee recruitment pack, Charity Commission guidance and SORP awareness.

The Co-Directors manage day-to-day operations, reporting to Trustees and seek guidance and approvals when appropriate.

Trustees annually review risk, including financial controls, safeguarding, operational capacity and funding volatility.

Recruitment and Appointment of Trustees

The management of the charity is the responsibility of the trustees who are elected and co-opted under the terms of the Constitution.

Trustee Induction and Training

The Trustees maintain a good working knowledge of charity law and best practice by attendance at charity courses run by outside providers and by information provided by the Charity Commission.

Risk Management

The trustees actively review the major risks which the charity faces on a regular basis, and believe that maintaining reserves at the current levels, combined with an annual review of the controls over key financial systems will provide sufficient resources in the event of adverse circumstances. The trustees have also examined the operational and business risks faced by the charity and confirm that they have established systems to mitigate the significant risks.

Related Parties

During the period there were no related party transactions.

Statement of Trustees Responsibilities

The trustees are responsible for preparing the Trustees' Report and the financial statements in accordance with applicable law and United Kingdom Accounting Standards (United Kingdom Generally Accepted Accounting Practice). The law applicable to charities in England and Wales requires the trustees to prepare financial statements for each financial year which give a true and fair view of the state of affairs of the charity and of the incoming resources and application

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of resources of the charity for that period. In preparing these financial statements, the trustees are required to: - select suitable accounting policies and then apply them consistently;

The Trustees are responsible for keeping proper accounting records that disclose with reasonable accuracy at any time the financial position of the charity and to enable them to ensure that the financial statements comply with the Companies Act 2006. The Trustees are also responsible for safeguarding the assets of the charity and hence taking reasonable steps for the prevention and detection of fraud and other irregularities.

The trustees are responsible for keeping sufficient 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, the Charity (Accounts and Reports) Regulations 2008 and the provisions of the Constitution. 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 the financial information included on the charity’s website in accordance with legislation in the United Kingdom governing the preparation and dissemination of financial statements.

The above report has been prepared in accordance with the provisions applicable to companies subject to the small companies regime as set out in Part 15 of the Companies Act 2006 and in accordance with the Charities SORP (FRS 102).

Signed on behalf of the board

Laura Gleen Chair of Trustees 10th March 2026

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Independent Examiners Report Independent Examiner's Report to the trustees of Heads Up Kids I report to the charity trustees on my examination of the financial statements of Heads Up Kids for the year ended 31 August 2025. Responsibilities and basis of report As the charity's trustees of the company you are responsible for the preparation of the financial statements in accordance wlth the requirements of the Charities Act 20111'the 2011 Act'l. Having satisfied myself that the financial statements of the Charity are not requlred to be audited under Part 16 of the 2006 Act and are eligible for independent examination, I report in respect of my examination of vour charity's financial statements as carried out under section 145 of the Charities Act 20111'the 2011 Act,). In carrying out my examination I have followed the Directions given by the Charity Commission under section 145151 Ibl of the 2011 Act. Independent examlner's statement I have completed my examination. I can conflrm that no materlal matters have come to my attentlon In connection with the examination giving me cause to believe., accountin£ records were not kept- or the financial statements do not accord with those records; or the financial statements do not comply with the accounting requirements other than any requirement that the financial statements give a 'true and fair, view which is not a matter considered as part of an Independent examlnation; or the financial statements have not been prepared in accordance with the methods and principles of the Statement of Recommended Practice for accountlnE and reporting by charitles applicable to charities preparing their accounts in accordance with the Flnancial Reporting Standard applicable in the UK and Republic of Ireland IFRS 1021. I have no concerns and have come across no other matters In connection with the examinatlon to whlch attention should be drawn in this report In order to enable a proper understanding of the financial statements to be reached. David Pollock FCMA Chartered Institute of Management Accountants Pollock Accounting Ltd 3 - 4 Sentinel Square London NW4 2EL 12 March 2026 www.headsupkids.org.uk 19

Statement of Financial Activities for the year ended 31 August 2025

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Balance Sheet at 31 August 2025 Notes 2025 2024 Current assets Debtors Cash at bank and in hand 3,333 218,869 222,202 7,854 47,600 55,454 Creditors: Amount falling due within one year Net current assets io 1183,6371 38,565 55,454 Total assets less current liabilltles 38,565 55,454 Net assets excluding pension asset or liability 38,565 55,454 Total net assets 38.565 55.454 The funds of the charitv Restrlcted funds Unrestrlcted f unds General funds li li 38,565 55,454 38,565 55,454 Reserves li Total funds 38,565 55,454 Approved by the board on 12 March 2026 And sSzned on its behalf by.. L.N. Gleen Trustee 12 March 2026 www.headsupkids.org.uk 21

Notes to the Accounts for the year ended 31 August 2025

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Notes to the Accounts 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 These comprise the costs associated with attracting voluntary income, fundraisln raising funds trading costs and investment management costs. Expenditure on These comprise the costs incurred by the Charity in the delivery of its activities and charitable activities services in the furtherance of its objects, including the making of grants and governance costs. All grant expenditure is accounted for on an actual paid basi5 plus an accrual for grants that have been approved by the trustees at the end of the year but not yet paid. These include those costs assoclated with meeting the constitutional and statutory requirements of the Charity, Including any auditlindependent examination fees, costs linked to the strateglc management of the Charlty, together wlth a share of other administration costs. Grant5 payable Governance costs Other expenditure These are support costs not allocated to a particular activity. Taxation The charity is exempt from corporation tax on its charitable activities. Trade and other debtors Trade and other debtors are recognised at the settlement amount due after any trade dlscount offered, Prepayments are valued at the amount prepaid net of any trade discounts due, Cash and cash equivalents Cash and cash equivalents comprise cash at bank and on hand, demand deposlts with banks and other short-term highly liquid investments with original maturities of three months or less and bank overdrafts. In the statement of financlal position, bank overdrafts are shown within borrowings or current liabilities. In the Statement of Cash Flows, cash and cash equivalents are shown net of bank overdrafts that are repayable on demand and form an integral part of the company's cash management, Trade and other creditors Short term credltors are measured at the transactlon prlce. Other creditors and provlsions 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. Foreign currencies Monetary assets and liabilities denominated in currencies other than the functional currency of the charity are translated at the rates of exchange prevailing at the end of the reporting period. Transactions in currencies other than the functional currency of the charity are recorded at the rate of exchange on the date that the transactSon occurred. All exchange differences are are taken into account in arriving at net income/expenditure. www.headsupkids.org.uk 23

Notes to the Accounts Pension costs The charity operates a defined contribution plan for its employees. Once the contributions have been paid the company 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 f rom the company in independently administered funds, Receipt of donated goods, facilities and services All donated goods, facilities and services received are recognised within incoming resources and expenditure at an estimate of the value to the charity. 2 Stalement of Flnanclal Activltles - prior year unrestricted funds Restricted funds Total funds 2024 2024 2024 Income and endowments from: Donations and legacies Charitable activitles 146,523 2.937 33,579 180,102 2,937 Total 149,460 33,579 183,039 Expenditure on: Other 112,055 15,530 127,585 Total 112,055 15,530 127,585 Net Income 37,405 18,049 55,454 Net income before other 8ainslllosses) Other gains and losses.. 37.405 18,049 55,454 Net movement in fund5 37,405 18,049 55,454 Reconclllatlon of funds: Total funds carrled forward 37,405 18,049 55,454 3 Income from donations and legacies Unrestrirted Restricted Total Total 2025 2024 Donations 8,005 105,000 113,005 8,005 122,333 130,338 2,456 177,646 180,102 Grants from charitable trusts 17,333 17,333 www.headsupkids.org.uk 24

Notes to the Accounts 4 Income from charitable activities Unrestricted Total Total 2025 2024 Sales 907 907 2,937 907 907 2.937 5 Income from investments Unrestricted Total Total 2025 2024 68 68 68 68 6 Expenditure on raising funds Unrestrlctèd Total Total 2025 2024 Fundraising tradinq costs FundraislnE Income 427 427 427 427 7 Othèr expènditurè Unrestrirted Restrlcted Total Total 2025 2024 Employee costs Motor and travel tosts 94,751 66 11,000 595 105,751 661 795 General administrative costs 3,615 32.010 130,442 3,740 1,998 17,333 7,355 16,742 110.048 127.585 Legal and professlonal costs 34,008 147,775 8 Staff costs 1025 55,498 50,253 105,751 2024 Salaries and wages Pension costs No employee received emoluments in excess of £60,000. Some staff members received higher pension contribution and a lower salary. Their overall package remained the same. 9 Debtors 2025 2024 Trade debtors 3,333 3.333 7.854 7.854 www.headsupkids.org.uk 25

Notes to the Accounts 10 Credltors.. amounts falling due within one year 202S 2024 Other taxes and social security Other creditors 1,455 182,183 iii 183,637 Accruals 11 Movement in funds Incoming resources At31 Resources Atl (including September other 2024 gainsllossesl August 2025 expended Restrlcted funds: Restricted income funds: 17,333 117,3331 Total 17,333 117,3331 Unre5trlcted funds: General funds 55,454 113.980 1130,8691 38,565 Total funds 55.454 131,313 1148,2021 38,565 12 Analysis of net assets between funds Unrestricted funds Total Net current assets 38,565 38,565 38,565 38,565 13 Reconciliation of net debt Atl September 2024 At31 August 2025 Cash flows Cash and cash equivalents 47,600 47,600 171,269 171,269 218,869 218,869 Net debt 47,600 171,269 218,869 www.headsupkids.org.uk 26

Notes to the Accounts 14 Commitments Operotlng lease commltments Annual commitments under non-cancellable operating leases are as follows: 2025 202S 2024 2024 Land and buildings Other Land and buildings Other Operating leases wlth explry date: Pension commitment5 2025 2024 The penslon cost charge to the charlty amounted to,. 50,253 www.headsupkids.org.uk 27

We would like to thank the following funders and organisations who supported our work in 2024-25:

The New Era Endowment

Partnership for Jewish Schools

The Oxford & St Georges Youth Trust

The Shoresh Charitable Trust

The Childwick Charitable Trust

The Morgan Charitable Trust

Wendy Woo Limited

We also extremely grateful to all the individuals who have supported us financially, and through volunteering, advice, feedback and moral support.

Thank You

Heads Up Kids Trustees and Staff

2024-25

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