**Report and Accounts for the year ended 31 August 2021** Registered charity: 802993 www.wfda.org.uk 63 Ruby Road London E17 4RE Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 |**Patrons**
|David McLoughlin|| |---|---|---| ||Benjamin Zephaniah|| |**Trustees**||| |**Chair:**|Lois Hood|| |**Vice-Chair:**|Katherine Hewlett|| |**Secretary:**|
Siobhan Moore-Lynch|| |**Treasurer:**|
Elly Pearce|| |**Other trustees:**|Marcia Brisset-Bailey|Craig Cooper (_to Nov 2020)_| ||Jessica Cooper_(to Nov 2020)_|Liz Gentilcore| ||Margaret Heath_(to Nov 2020)_|Katherine Marshall| ||John McMenemy|Sadia Mirza| ||Carol Newnham_(Safeguarding)_|John Timms_(to Nov 2020)_| |**Staff, Tutors, Support & Bank**||| |**Children’s Programme Manager:**Karen Sparkes||| |**Class Tutors:**
|Dawn Budd|Justine Gilbert_(from Sept 2021)_| ||Maxine Johnson|Rosemary Jolliffe| ||Carol Newnham_(to Jul 2021)_|Kathy Payne| ||Sheena Penfold|Linda Witham| |**Screening:**
|Lois Hood|Katherine Marshall| ||Kathy Payne|Elly Pearce| |**Transition Summer Club:**|Maxine Johnson|Kathy Payne| |**Adult Groups:**|Marcia Brisset-Bailey|Liz Gentilcore| ||Katherine Hewlett|Lois Hood| ||Sadia Mirza|| |**Website:**|Jane Walker|| |**Helpline Volunteers:**|Lois Hood|Debra Lewis| ||Elly Pearce|Michelle Rock| |**Finance Volunteer:**|David Pearce|| **Bank:** CAF Bank, West Malling, Kent 2 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 ## Trustees’ Report ## **INTRODUCTION** This year has been another unusual year as Covid 19 has continued to face us with challenges as well as new opportunities. We began the year with our children’s classes, screenings and adult work all running online or over the phone. Because we have such a fantastic team of people, we have been able to keep our services running as well as our services having developed in various ways. We have also been successful in gaining funds which were offered during Covid 19; these funds have been very important in supporting our activities. We have received extra funding from Jack Petchey and UK Youth. I want to take this opportunity to thank my fellow trustees, colleagues, staff, volunteers, children and their parents who use our services for their time, dedication, commitment and effort – it’s because of them that WFDA has managed to keep our services running successfully during this challenging time. ## **ADULT WORK** WFDA has continued to deliver the adult services as a virtual provision on Zoom. When lockdown happened in March 2020, we transferred all adult provision to the preferred virtual platforms of Zoom or Teams. We were successful in receiving funds from the National Lottery, Covid Emergency fund, for £11,000 to set up this virtual delivery from July to December 2020, at that time the National Lottery kindly allowed us to use the balance of the grant to enable us to continue to fund our adult screening services to June 2021. The following services have been delivered on a voluntary basis: the helpline, the monthly Adult Meetups, and in 2021 the Next Step course, which has happened every two weeks. The numbers of participants and service users have grown exponentially, and even include national and international attendees for the monthly meetups. Since this has been delivered on a voluntary basis we are still able to provide our services free of charge, which makes them fully accessible. For the Next Step course, people are referred from our screening service and helpline and come from across the UK. We are therefore providing a unique service, which is not replicated anywhere else in the UK This means we have sessions happening three times a month. The Adult Meetups are for more formal talks by invited speakers while the Next Step sessions are a learning platform for the development of skills for education, training or the workplace. People can either regularly attend the sessions or drop into their session of preference. For the Next Step work some topics have been: Visual memory and Reading, Structured writing and note taking, Technology, Education and training, Communications, Managing the workplace and Emotional intelligence. Increasingly the Next Step has taken a more inclusive approach to actively encourage our participants to deliver a talk and includes an exciting new approach called the “Open 3 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 Mic” session. These are short ten-minute TED style talks on a subject speakers feel passionate about. Sessions are recorded with consent and the film is then circulated with any presentation slides. As we have many enquiries for our recordings, these are then transferred to either Youtube or Vimeo. Some of the topics chosen by participants to speak to have been: Wellbeing, Self-esteem, Experiences of New Zealand, Managing the workplace and My journey and Dyslexia and Autism. We now have a database of over 200 people who have expressed an interest in this provision. In addition, we use Jiscmail, Mailchimp, Facebook and Instagram to raise awareness of our work. Many participants contact us through word of mouth, our partnerships and through the screening service, which can often be a progression route to our Zoom sessions. The screening can be a powerful experience for our participants as the information revealed means gaining much greater knowledge about who they are. This work has now generated a WhatsApp group to continue and strengthen these voices for advocacy. In short, we aim to ensure the LivedIn experience is truly supported by positive role models drawn from our ND community. We have now applied for funding to the National Lottery as a partnership bid and we wait to hear the outcome. This funding is for two years across all of the adult work. During Dyslexia Awareness Week, information about this work will feature in the BDA Contact Magazine for October 2021 (courtesy of Marcia Brissett- Bailey). To support all this work the WFDA have set up a Social Media group. The team consists of three trustee members and an associate member who supports the dissemination of this work. In addition, WFDA has taken the opportunity to develop its website. Thank you to Jane Walker who continues to support us very well with the website. ## **Participant quotes:** ‘ _Through the adult work I have been able to join the sessions even though I live in Wales. Everyone is 100% friendly and supportive. We share our thoughts on coping and how we have dealt with difficult situations. The group has given me the confidence to celebrate being dyslexic the skills to work to my strengths. I am not stupid I just see things differently_ ‘ **‘** _A fantastic group of people willing to share experience and tips on things that have helped them. So glad I have joined this group. The talks and group discussion are truly inspiring and as a dyslexic person I cannot recommend thus work enough ‘_ Dr Katherine Hewlett has run the Adult Services with a team of helpers including: Liz Gentilcore, Lois Hood, Marcia Brissett- Bailey, Sadia Mirza and Siobhan MooreLynch ## **WORK WITH CHILDREN** Between September 2020 – July 2021 seven tutors continued to teach online support classes to thirty-seven children. The pandemic has meant that the children have had to deal and adapt to so many changes in their education and lives this year, but I am pleased to say that WFDA was there to provide essential support. 4 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 The tutors at WFDA often went over and beyond their role as tutors, becoming a listening ear for both the children and parents and a positive constant presence during a time where confusion and change were daily challenges for the children and their families. Whilst our class numbers have decreased slightly as we have not been able to offer touch-typing classes, we have been able to extend our reach and tutor children out of the borough and in some cases out of London. Online learning and tutoring have no geographical barriers which is one the great benefits we have found in our new way of working! Going forward it is hoped that WFDA will be able to deliver a combination of both face to face and online classes, as well as re-instating our touch-typing lessons, however this is all dependent on the restrictions being lifted and the security that we can do so safely and without risk to our students, tutors, families, and staff. Parents and carers have really appreciated the work we have been doing. Here are some positive comments: _“We’ve noticed how positively the classes have impacted Child D - he is much more willing to read various books now and has been much more confident doing his schoolwork independently during lockdown. It's been great having the classes continue remotely over zoom, and the resources pack that was delivered provided a lovely boost.”_ _“We were very happy to find WFDA. Child A was home-schooled when we heard about these lessons. They couldn’t attend school anymore as mainstream education couldn’t support what they needed. Teachers and staff at WFDA are amazing and they changed my child’s life. Child A is back at school and is a happy little child again.”_ _“WFDA classes have helped increase C's confidence by making her feel like she's more normal - she's more like other kids.”_ The children have also appreciated the classes. Here are some comments from them: _“I like the relaxed atmosphere in the WFDA classes which have increased my confidence in reading out aloud.”_ _“The classes have increased my confidence in doing writing tasks online which I found really difficult at the beginning of lockdown.”_ _“The classes have given me tricks (strategies) to help remember spellings. I have found this useful in school when I’ve had spelling tests… “_ In March 2021 a survey was conducted amongst the parents whose children attend WFDA online classes. One question asked ‘ _Can you describe WFDA by completing this statement using your own words. WFDA is_ ...........’ Below are some of the responses we received (there were many more): WFDA is…. 5 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 _“Like a superhero costume. It protects and equips the kids with extra skills but most of all it makes the kid inside just that bit cooler.”_ _“A caring, welcoming charity service that is vital to support the needs of children with dyslexia. I feel blessed that we have been able to use this service…. Kind, compassionate people who frankly deserve a medal!”_ _“A lifeline for my daughter. She has learnt that being dyslexic does not mean that she is alone.”_ _“A key contributor to the success of many children with dyslexia by providing supportive, nurturing, and encouraging learning experiences specifically tailored to the child's level and ability, and giving children with dyslexia the tools and self-belief to enable them to reach their full potential.”_ _“A charity that truly supports dyslexic children without discrimination or prejudice. WFDA are the only people who have made an effort with my son in lockdown.”_ _“A wonderful charity supporting children to overcome their specific learning difficulties and enable them to achieve in a world set up for non-dyslexics.”_ A special thanks to our Class Coordinator, Karen Sparkes, who was on furlough from May 2020 and partially furloughed from September 2020 to September 2021. This arrangement has meant that we have been able to save some of our valuable funds to keep the classes going but it did have financial implications for Karen and her family. Before lockdown, we had seven students who received classes without making a payment. From April 2020 to October 2021 all our online classes were offered free of charge. We do ask for voluntary donations if families can manage it but it has been important to us to offer classes to all those who would like them regardless of their financial situation. We thank The Three Oaks Trust, BBC Children in Need and UK Youth for their vital funding for classes. We have continued to receive funds from the Jack Petchey Foundation as part of their “Achievement Award” scheme. ## **SUMMER CLUB** The Summer Club 2021 was the fourteenth Summer Club; the first club was held in 2008. Due to the ongoing Covid-19 restrictions, we were unable to carry out face to face sessions with the students. When Covid-19 restrictions slightly eased we tried to rearrange having the club face to face but this was halted. We are aware of how invaluable the sessions have been for students in the past and did not want them to miss out, so for the second year running, we arranged for the Summer Club to be carried out online via Zoom. Again, the week was shortened to three days. Parents were given a copy of our online safeguarding policy and were asked to sign an online safety agreement. 6 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 The main idea of the Summer Club is to support Year 6 students in their transition to secondary school when they will become Year 7. Each year, the children who attend the club enjoy the week and gain confidence in terms of their transition to secondary school. This year, the club was attended by five children. Twelve students originally registered to attend the online sessions. Three out of the seven students who did not attend gave an explanation as to why they were unable to attend. This drop in attendance may have been due to fact that many secondary schools began to open their premises for transitioning sessions to many of the transitioning students. Four girls and one boy attended the club. The students came from varied ethnic backgrounds – parents defined how they saw their ethnic background. Learning difficulties were defined in the main as dyslexia. One child had Dyslexia and a cooccurring difficulty, and one child had an Education Health Care Plan which indicated that their difficulties were complex. The children came from five different primary schools. Four out of the five students went to Waltham Forest Primary Schools and were going to be attending Secondary Schools in the same borough. The fifth student attended a primary school in Harlow and was also going to attend Secondary School there. At the start of the spring Term, invitations to attend the Summer Club went out to all Year 6 children in our WFDA classes, all primary schools in Waltham Forest and it was also advertised on the website. Lois spoke at the Waltham Forest SENCo forum and when any of us were in school, we promoted the club. We also contacted local secondary schools. The parents were emailed an outline of the activities that would be carried out over the three days. Essential documents that would be used in the session were also sent via mail to the parent the day before the session. This included the links they would need for the cookery and dance classes. The parents were also given a list of ingredients for the cookery session. This year, the most popular activity was cooking. The children were supervised in their personal kitchens as we guided them through instructions from Jan, our cookery teacher, on a pre-recorded video. The dance session was also pre-recorded by Joe Eames who under normal circumstances would have carried out a live session with the children. He provided a selection of dance sequences from the past such as the 'The Twist' and 'The Macarena'. The students were given time to practise the sequential movements and some shared their creations with the group. Other activities included an interactive quiz. This involved the students working in pairs and trying to identify the item that was partially being shown. Another activity 7 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 involved the students looking at typical secondary school timetables, they were given an idea of how a two-week timetable works in secondary schools and how their day may be set out between different lessons which would be held in different classrooms with different teachers. They were also shown the type of equipment that they may need for their various lessons and how they could organise themselves for the day. The main activity involved the students taking turns to read a story relating to starting secondary school. Then they did hot seating to get a better idea of how the characters were feeling. We used the final session at the end of the three days to congratulate the students on their achievements during the week. The students also talked about what went well for them. Certificates of attendance were sent via post to each student. At the end of the transition summer club, we asked the students and the parents to evaluate their experience of the three days. Unfortunately, we only received responses from two out of five children which were very positive. Both students said their favourite activity was the cooking session. One student said, they enjoyed _“Cooking on zoom with the others and it was a really good recipe, and I will definitely make it again._ ” When asked what was their least favourite activity, both students said they did not have one and like everything that was offered to them. Both students felt the experience had helped them feel more confident and prepared for secondary school. With regard to how well we did and what we could do better, one child said, _“I liked how everyone was nice and friendly. The slideshows of reading were really helpful. The organising skills were helpful and really good to do, and I think they will help me at secondary school. I wish I could have done it In person but you did a great job online.”_ We received feedback from four out of five parents. Their feedback was also very positive **,** with all parents saying that their child enjoyed the week very much and their child felt more positive about going to secondary school as a result of the experience. Three out of four parents believed their child enjoyed the cooking session the most, while one parent felt their child enjoyed the games we incorporated in the sessions. In addition to their child enjoying the cooking session, one of their parents added that their child enjoyed learning how to be organised and dancing **.** When asked to comment on any aspects of the week that your child did not enjoy, or found difficult, one parent said: _“She felt a bit shy at first and was worried about contributing to the discussion especially as it was virtual.”_ The other parents thought their child enjoyed all aspects of the club. When asked did the club provide the support needed by your child and if not, what would you have liked us to have done differently? One parent said, _“only thing is that it would have been positive for him to meet the other children as some are going to_ 8 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 _his school, but obviously with Covid, that wasn't possible.”_ Another parent said, _“I was really impressed by the whole event. I would definitely recommend the summer school program to anyone in a similar situation to A. It was a shame there weren’t more children, but it was also nice that it was a small group who got on well with one another.”_ We are truly grateful for the fund we received from the Jack Petchey Foundation. Their financial support meant that we could offer places at the Summer Transition Club free of charge to families many of whom could not afford an opportunity like this. We are also forever thankful to Lois Hood for her continued support with the club. ## **NEW PROJECTS** We began a new project on the Peabody Estate in November 2019. This project was for children on the estate to receive free literacy lessons. Unfortunately, we were not able to carry on after March 2020 because of Covid. We are hoping that we will begin the project again in October 2021. ## **Inspire Project** In 2019, Waltham Forest Dyslexia Association (WFDA) succeeded in its bid for funding from the Mayor of London’s Young Londoners Fund, to run a new project working with neurodivergent young people at risk of disengaging from learning and getting into crime. The Inspire Project aimed to set up new ways of supporting young people, who are dyslexic, dyspraxic, ADHD and/or autistic, as they face many challenges because their abilities and differences are not well understood within the mainstream system. Unfortunately, we recently had to close this project. The Covid 19 pandemic and consequent lockdowns struck just as we had completed setting up the project and were about to launch delivery in March 2020. The biggest hurdles included: - The transference of delivery to a virtual platform, as this type of specialist intervention with often vulnerable individuals, usually requires face to face engagement. It is very difficult to establish relationships with empathy remotely. - Changes in structures and priorities for our partners, who also faced their own challenges as a result of the pandemic and restrictions. Multi-agency and partnership working was at the heart of our vision. - Lack of access enabling us to connect with young people directly. However, we were aware that the pandemic and lockdown restrictions, would mean that young, neurodivergent people within Waltham Forest would need support more than ever. 9 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 Despite these significant and unforeseen challenges, the project achieved some fundamental, and positive outcomes. Our achievements include: - Establishing a network of organisations interested in supporting neurodivergent, young people: including neurodivergent artists, Young Advisors, local schools, Youth Offending Team, Pupil Referral Unit and Waltham Forest Community Network. - We developed specialized training for people who work directly with neurodivergent young people at risk of disengaging from learning and getting into crime. This could be delivered both face to face and virtually. - Face to face training events were delivered to the Waltham Forest Young Advisors, along with regular consultations and induction meetings. Virtual training was provided to over 40 members of the Waltham Forest Youth Offending Service. - Specialist training materials & a comprehensive Toolkit of information for staff were developed. - Templates for proposed interventions and workshops for young people were developed, including virtual 1-1 provision and group Creative Learning workshops. ## **HELPLINE** Our helpline team this year was Debra Lewis, Michelle Rock and Lois Hood. The Helpline team provide speedy responses and we give special thanks for the effort and commitment our volunteers show to all those who call. It is a time-consuming task, with volunteers taking an average of two calls a week - covering anything from general advice for parents wanting to help their children with dyslexia, to how to book a screening. We also have many calls from adults, of all ages, who seek support. With regards to adults, the helpline and screenings have largely merged, so that the screening is integrated with the help and advice provided. Elly Pearce has dealt with email enquiries. ## **SCREENINGS** Our team of screeners this year was Elly Pearce and Kathy Payne (primary), Katherine Marshall (secondary) and Lois Hood (adult). All the team are dyslexia specialists who have completed assessment training, and consequently are able to give a specialist view, rather than just a simple result from the computer programmes or from the other assessment tools used. As we have continued without suitable premises due to Covid, it has not really been possible to offer many primary screenings. On the website, parents are encouraged to contact Elly Pearce by email. In some cases, she has spoken to parents and given ideas of how to work with schools or to progress to full assessment. A few children have been screened where parents have obtained permission to use a room in the 10 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 child’s school but parents have made the donation. Both Elly and Kathy have been into several schools and carried out some screenings. Katherine Marshall has managed to carry out some secondary screenings from her home and is hoping for this to continue. The screening tools we have used for the last 10 years are now being updated and going online. Our one remaining Rapid licence expires about now. Likewise, the Lass Junior. Both these are now available online. The Lass Secondary continues to be available as a stand-alone and Katherine has this on her computer (download rather than disc). She also has the LADS programme for 16 years up which expires in March. We expect that to still be available to renew as a stand-alone product. If we return to Frederick Bremer in October, they have agreed that we can use their internet so it may well be possible to switch to the new Online versions of the software. The screening for adults has continued either online via Zoom or over the phone. Since April 2020 over two hundred adult screenings have been carried out. Approximately twenty per cent of these have been the neuro-diverse screenings which cover a range of learning differences. The remaining eighty per cent have been the shorter screenings for dyslexia. Here are some comments from adults who have been screened: _“I'm very grateful for your part in helping me understand some of my learning differences. It makes me feel a lot better to understand that there are reasons for some of the difficulties I experience.”_ _“Thank you so much for this, I really appreciate the time you took to do it for me. It’s very useful, parts of it are quite surprising, I really had no idea I would have so many indicators of dyslexia! I think it all validates some of the things I’ve found difficult throughout my life. It will also be helpful in supporting my daughter with her learning differences.”_ _“Regarding the report – I was surprised (although not shocked) at some of the test results that showed slower processing speed and memory issues, especially regards to the number tests. Being on the dyslexia spectrum makes sense. I really do appreciate the time you set aside to work with me, thank you.”_ ## **FUNDRAISING** We have not charged for the children’s classes since April 2020 but many parents have made voluntary contributions. Similarly, we have not charged for adult screenings but many adults have made voluntary donations. People have continued to use the Amazon Smile scheme but much of our usual fundraising has not taken place because of Covid 19. Karen Sparkes applied for a grant from UK Youth for the children’s classes and was successful; they awarded us twenty thousand pounds. Karen was also awarded a 11 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 “leadership” grant from the Jack Petchey Foundation which funded the Transition Summer Club. ## **THANK YOU** There are many people to thank for the support they have given over the year. David Pearce has continued to manage our finances, which includes ensuring that people are paid on time. David also processes many other aspects of WFDA administration and so we give him special thanks. We thank all volunteers who help us with our work. ## **TRUSTEES** Waltham Forest Dyslexia Association (WFDA) is a registered charity governed by its constitution as an Association. The constitution sets out the Association’s objects as to advance the education of persons who are Dyslexic, provide support and information, and advance the education of the public to make society more dyslexicfriendly. The honorary officers of the Association and not more than twelve other trustees are elected at the Annual General Meeting of members. The trustees may co-opt other persons to be trustees, provided that the number of co-opted trustees does not exceed one third of the total number of trustees. In November 2020 we said thank you to Margaret Heath, John Timms, Craig and Jessica Cooper as they stepped down from being trustees. ## **RESERVES POLICY** The WFDA Reserves Policy is to maintain sufficient level of reserves to enable normal operating activities to continue should a shortfall in income occur and to take account of potential risks and contingencies that may arise from time to time. In order to make a judgment on the amount of reserve the Trustees have considered the risks in respect of expenditure, unrestricted income and where appropriate restricted income. Also taken into consideration are any external identified potential major risks to income and expenditure during the year under consideration. After reviewing our current position which indicates the following: - WFDA should hold in reserve approximately one term’s funding for classes and related activities, which within the current budget period, equates to £11,000 (currently £11,083 see note 5) - The General Fund (currently £13,471 see note 1) is sufficient to provide day to day working capital and allow WFDA to fund new developments. This policy will be reviewed annually by the trustees. 12 Waltham Forest Dyslexia Association Report and Accounts for the year ended 31 August 2021 ## **PUBLIC BENEFIT** The trustees have complied with their duty to have due regard to the Charity Commission’s public benefit guidance when exercising any powers or duties to which the guidance is relevant. ## **SUMMING UP** As a final note, we would like to thank all our members, parents of our pupils, adults who take part in our adult groups and other friends for their continuing support of our fundraising and other activities. We are also grateful to our members who gift aid their subscriptions and donations enabling us to reclaim tax they have paid. Thank you to you all for your interest, support and commitment to WFDA now and in the future. As I often say to people, WFDA does an enormous amount with limited resources. Lois Hood Chair 6 November 2021 13 Waltham Forest Dyslexia Association Report and Accounts lor the year ended 31 August 2021 Recelpts and Payments 2019120 2020121 Note ReslTicled Unrestricted Total 20.634 22.658 43.292 Reslncled Unrestricted Balances brnu9ht fonvanl 43.144 23.679 66.823 Receipts Donatlons 552 SubscnptlDns DDnalions Tax recovered on gfft-aidgd su￿C￿pt1QTrS and donalions 447 400 3.541 194 8,495 446 Grants iecewed I Irefundedl Aduh Grou Jack Petchey ach1w￿MenI aw31d scheme Teaching & Resource Centre iuition and screenings YO￿n9 Londoners Insrir8 Other In¢Dme 1.250 34.500 12.500 1.750 45.430 11.730 2.860 5.280 Screenings WoTking In Schools Fundraisin 320 7.440 236 576 Income from Investments 72 60.9TO 5204 66.1T4 24,465 e5 435 5204 24.465 90.639 40 610 7656 48.266 17,730 58 340 7656 65.9% HMRC Job Rglenlion Scheme 9raTrt Totrdl Receipts 17.730 86.808 47.123 133.931 Fuftds avarlable 41.409 132.819 Payments Fundr&l8ln 420 26.914 650 537 250 3.298 3.416 2,3T1 11.9 4.242 6.336 122 145 1S0 106 26.597 4.095 7.721 1.374 6.821 442 41 100 193 Screenings Woiking In Schools Jack Petchey achievement awaTd scheme Transition Summer Club Young Londoners- Inspre Adult GTOups Membp15hip and wottw)tIuD Website Annu31 General Meeting y￿th spe3ker 1.250 2.514 4.837 158 100 153 550 38.460 5.204 43.6&4 23.444 61.904 5.204 23.444 67.108 40.469 7.656 48.125 16.855 57.324 1.656 &4.980 HMRC Job Relentson Scheme grant spent Total Payfftents 16.855 43.144 23.879 88.823 8algnces cajyled fonvg 43.285 24.554 67.839 14 Waltham Forest Dyslexia Association Report and Accounts lor the year ended 31 August 2021 statement of Assets and Liabitites 2020 2021 Note Tol 13.471 15.796 15.796 General Funds 13.471 9.697 3.006 1.200 19.962 195 9.697 3.006 1.200 7,883 27.845 195 Adult Groups LBWF Schools. dyslexia handbook and training Jack Pèich8y 8chiev8ment 8ward sch8m6 Teaching & ResouTce Centre funds Transition Summei ClubfiJnd5 Wobsi18 Young Londoners- Inspre 765 765 2.845 700 38.795 180 2.￿5 700 49.878 180 9.084 43.144 9.084 23.679 66.823 43.285 24.554 6T.839 66.823 66.823 Cash al bank and In h3nd 6T.839 6T.839 Signed on beh3Wof the Board ofT￿SteeS by Eleanor Pearc8 Tr88suier 6 NLwembeT 2021 15 Waltham Forest Dyslexia Association Report and Accounts lor the year ended 31 August 2021 Notes to the Receipts and Payments 2D20nl Total 111 G8n8ral Fund8 Bslancp broughl tutwaid Receipts Payments TTansfe( from I Itol Teaching & Resorce Cenlie funds BJ13nce carned foTrwdrd 9.710 1.745 9.710 1.745 15.796 1.670 15.796 5.OQO S 000 15 796 15.7% 121 Adult Groups 872 12.320 872 12.320 Balances brought fo￿rd Receipts Paymonts Balanc8 cam8d foward 9.697 9.697 9.697 9.697 765 765 This InCl￿deS ihe monthly Adutt Group. Ihe Next Steps courses 3nd associated screenin 131 LBWF schoo18' (ty818xia handbook and training Bslanc8 brought tutwaid Psyments Balance caNied foNaid 3.543 153n 3.Q06 3.006 3.006 3006 2.845 2.N5 141 Jack Petchey achievementaward scheme Bslancp broughl tDtWVSTd Receipts Payments TTansfei lo Tiansrnion surn￿r Club BJlance camed fowrd 1.200 1.200 1.250 P501 12501 1.200 1.200 700 700 151 Tei¢hing & Restsur¢e Centre frjnds Balances brought foMF(d Receipts Paymonts TTanshr