2015 Annual Report Annual Report 2015 Section 1:

All children deserve an education that enables them to achieve their 2014 - 2015 full potential.

Contents In the UK: Schools 6-15 In the UK: Ventures 16-21 International Programmes 22-29 Financials 30-33 Our Supporters 34-35

2 3 Annual Report 2015 Section 1: Ark

Kheth’Impilo HIV/AIDS, South Africa

Education Partnership STIR What we do Group Education

We run a network of 34 schools in Since Ark was 34 the UK and have recently opened Mathematics our first primary school in Delhi, founded in 2002, India. Our schools are all non- Schools in Mastery Frontline selective and educate children from the UK we have been led areas of historic underachievement.

by the conviction We also set up ventures that not only help pupils in our own schools that education can but also improve the education system as a whole. These ventures Schools Ventures Family transform lives. tackle some of the most intractable problems facing children – including poor numeracy and the need for outstanding children’s social workers.

Our ventures are designed to become sustainable and independent over Teaching 1 time. We remain connected as the Assembly Leaders Ark Family. School in Delhi, India

Leading Zimbabwe Educators, Safe Arrivals USA

Future Leaders

5 Annual Report 2015 Section 2: UK Schools Ark is working to change this reality.

Approach

We run a network of 34 To help our students reach their schools in Birmingham, full potential, our schools prioritise six principles: our Six Pillars. Good Hastings, and teaching is at the core of what we do. Portsmouth. We have developed our own rigorous Ark schools are all in communities teacher training programme, Ark with high levels of economic Teacher Training. The programme disadvantage or educational need. has trained nearly 150 teachers in Our students are 40% more likely three years and 100% of our recent In the UK: to start secondary school behind, trainees were offered a teaching role and twice as likely to be eligible for upon graduation. Pupil Premium funding (a measure of economic deprivation). To prepare our students for life, our schools also provide opportunities Schools beyond the academic. Our enrichment programme includes music, theatre, sports and debate. We also partner with leading employers to provide mentorship programmes focused In the UK, the strongest predictors of on employability skills and a child’s educational achievement are the career advice. qualifications, occupations and income of their parents. Children from low income backgrounds are more likely to begin school behind their peers academically High and are therefore at risk of ending expectations school with fewer opportunities.

Exemplary Excellent behaviour teaching

Six Pillars

Depth before More time breadth for learning

Knowing every child

6 7 Annual Report 2015 Section 2: UK Schools We are making a difference.

• Children who are behind academically at the start of secondary school are almost three times more likely to achieve five good GCSEs if they attend an Ark school. • Six Ark secondary schools are in the top 5% of schools nationally for progress. • Twice as many disadvantaged students from Ark schools go on to university, compared to the national average.

The 23 existing schools that have joined our network are making rapid progress:

• Charter Academy earned a prize for being the best secondary school in the country for its use of Pupil Premium funding. Since joining the network six years ago, there has been a 51% improvement in the number of students who earn five good GCSEs, including English and maths. • Ark Bentworth Primary Academy is in the top 2% of most improved schools across the whole of London.

Average GCSE improvement in our transition schools

+50%

+40%

+30%

+20%

+10% GCSE improvement

0% Results 1 2 3 4 5 Years in the Ark network

Our goal is to ensure that every The 11 schools we have started pupil, regardless of their background are showing what is possible: or prior attainment, achieves highly • King Solomon Academy is the top performing non- enough to go on to university or the selective state school in the country. • Ark Conway Primary Academy is the top performing career of their choice. primary school in the country in reading, writing, maths and science at key stage one.

8 9 Annual Report 2015 Section 2: UK Schools

The Six Pillars in Action

“We are trying to create a path that gives our students the opportunities that are historically reserved for those with great privilege.”

Max Haimendorf Principal

Climbing the mountain He says, ‘all of our classrooms To achieve results like Nadia’s, King Solomon Academy (KSA) ‘We are trying to create a path that to university are named after universities or the KSA invests heavily in developing King Solomon is located in one of the most gives our students the opportunities cities universities are located in. From teachers. ‘Our teachers receive weekly economically deprived wards in that are historically reserved for those Ayman, a year 11 student who year 5, we start taking our students observations and weekly feedback Academy: London. The number of pupils on with great privilege. So it’s not just recently earned nine A*s and three on day trips to universities.’ from instructional coaches,’ says Max. free school meals is more than about grades. We’re trying to create A’s at GCSE, says, ‘in this school, ‘We also create opportunities within The best non-selective twice the national average. This a group of pupils who are going to get you’re reminded of our mission every Great progress can’t the school day for team planning. state school in year, 95% of students at KSA got at into a great university and then be day. We have a motto that’s up in a lot happen without great We want teaching and learning to be really engaging all of the time.’ the country least five GCSEs rated A*-C, including happy and successful there.’ of the corridors: Climb the mountain teaching English and maths. Even more to university.’ impressively, 72% of students earned For KSA students, this path to success Excellent teaching is a key ingredient Jonathan sums up the school’s no less than B’s in this measure. These begins from age 3. The school is an all- Max says, ‘we have created an to the school’s success. ‘The teachers philosophy, ‘great progress can’t results make King Solomon Academy through, serving students from nursery environment that has a very palpable have done so much here; it’s an endless happen without great teaching.’ the number one non-selective state to sixth form. Jonathan Molver is the set of expectations and norms. This list,’ says Nadia, a year 11 student school in the country. But Secondary principal of the primary school, which culture helps our students to achieve who is one of three siblings currently KSA proves there is no magic formula Principal Max Haimendorf isn’t opened in 2007. academically and hold themselves to enrolled at KSA. ‘The teachers to achieving transformational impact. celebrating just yet. high aspirations.’ have supported me to reach my full It’s about high expectations, excellent potential. They know how to help us, teaching, and constant engagement Jonathan describes the research and individually, they know exactly with the whole school community. based character development what we need to do. I don’t think I Students earning five A*-C GCSEs in 2015 philosophy that the primary school would have got that at other schools.’ uses. The school has a common Nadia earned 11 A*s on her GCSEs KSA 95% language around values and students (narrowly beating her brother’s results know why adhering to these values is from the year before). 53% National average important: getting to university.

10 11 Annual Report 2015 Section 2: UK Schools Raising the bar ‘It’s like a family here’

‘The six pillars have been so powerful Extending the school day, by itself, in terms of thinking about what is would not have had the kind of impact important and what isn’t important. the school was after. Mark says, ‘it’s Because these kids haven’t got a lot of hard enough to go to university and time, and they’ve got a long way to go.’ it’s much more difficult if you’re not learning all the time. So what’s the Over half of students qualify for free point of having that longer school day school meals, more than three times if you’re going to waste an hour of it the national average. Three quarters of dealing with behaviour issues?’ the student body speak a first language other than English, five times the The school has carefully crafted national average. a behaviour system that protects learning time. ‘Too many behaviour St. Alban’s extended its school day systems are set up around dealing so that, on average, students are in with the naughtiest child rather than school for 90 minutes longer. Much of dealing with everybody else. So our that extra time is spent on maths and behaviour system is there to protect and literacy. Those who struggle in reading encourage the overwhelming majority and writing may receive an additional of students who all day, every day get seven hours of instruction time in it 100% right.’ literacy. This intensive help ensures that these students catch-up quickly, These efforts have resulted in a focused giving them a better chance for success yet nurturing environment. Sixth form in other subjects. The approach works. student and Head Scholar Shukri notes, ‘We had a student, who when he started ‘it’s like a family here and everyone with us in year seven didn’t speak any wants you to succeed.’ The Six English. After all of that literacy focus, just seven years later, he’s reading St. Alban’s demonstrates that with economics at Birmingham University.’ deliberate efforts, a school can be transformed. The school provides more Pillars in time for learning, an emphasis on depth in key subject areas and constant “The school has carefully reinforcement of positive behaviour. crafted a behaviour Action ‘What’s most exciting right now,’ Mark system that protects says, ‘is that we took our first children to university last year. These were the first learning time.” cohort of year sevens in the academy. And we can categorically say that it was our education, what we provided here, Since joining the Ark network Mark has been a part of St. Alban’s Mark Gregory that prepared them for that moment.’ Ark St. Alban’s in 2008, the number of students leadership since 2008. He only recently Principal earning five good GCSE results took over as principal from David Academy: at Ark St. Alban’s Academy in Gould, who led the school for more Birmingham has more than than twenty years. An impressive doubled. This year, 69% of students turn-around earned five good GCSEs. These results David, who this year was awarded now place St. Alban’s Academy in the a Lifetime Achievement Award top 1% of schools for the progress from Pearson, sought out academy pupils make between primary school sponsorship in an effort to secure the 69% and their GCSEs. future of an institution that had served Birmingham for over a century. Back 2015 The original St. Alban’s Academy then, it had a falling roll and did not opened more than 100 years ago. have a strong reputation for academic Principal Mark Gregory says, ‘the excellence. Mark says, ‘when I first founders were committed to the use of came, David said that we were going 31% faith in education to transform what to get all students five A*- C grades, 2009 was a slum area at the time. That kind including English and Mathematics. of vision has a parallel in what Ark That was a ground-breaking thing in 69% of students earned 5 A*- C’s is trying to do: seeing education as a school where previously only a few at St. Alban’s in 2015, compared to transformative for the poorest and students achieved that.’ 31% in 2009 most disenfranchised in society.’

12 13 Annual Report 2015 Section 2: UK Schools

“I’ve had access to a great education and it would be a huge waste not to make the most of that opportunity.”

Butrint Butrint Former Ark Student and bursary recipient

Butrint, a former Ark The teaching became better; the Academy student, school community more cohesive knows his life would have and the behaviour much improved. We’d had good teachers in the past, been very different had he but Ark brought in a lot of people not attended an Ark school. who focused on getting the best Now supported through out of students – and I became a Marshall-Wace bursary eligible, as an Ark student, to apply awarded by Ark, Butrint for a bursary to help fund my university studies. I was awarded a is reading History at Marshall-Wace bursary, which has University College London. made a huge impact on my time at He is currently studying university. Together with my student abroad at the University loan, the bursary has meant that of California, San Diego. I’ve been able to buy the textbooks I need for my course and pay for my My parents came to the UK as transport so I can get to lectures. political refugees from Kosovo in 1992, during the breakup of Most importantly, the bursary Yugoslavia. My father was a journalist has enabled me to have academic A Student’s with Kosovo’s only public radio station experiences I wouldn’t have been and was at risk of being arrested by able to afford otherwise. I’m studying the Yugoslav Government. History at University College London with a year abroad at the They were in the middle of studying University of California, San Diego, Perspective for their degrees when the universities something that the Marshall-Wace were closed down and there was just bursary helped me to pay for. nothing left for them in Kosovo. They never managed to complete I’ve also been able to afford to go their studies – that’s what’s inspired to Antioch, Turkey to explore the me to work so hard, to make sure historical settings I’ve been studying that I get the degree that they weren’t in my course, to see and learn first- able to. When I first began at Ark hand about historical research. Putney Academy, it was the Elliott There’s something about holding School. The school used to have a a 2,000-year-old artefact, feeling reputation for being really rough. In the texture of it and seeing how it my last year of A levels, it became was put together that you just can’t Ark Putney Academy and there was replicate in a university setting. My a complete turn-around. university experience has been so much richer because of Ark.

One of the things I’ve learned from my parents is to appreciate what I have in front of me; I’ve had access to a great education and it would be a huge waste not to make the most of that opportunity.

14 15 Annual Report 2015 Section 3: UK Ventures In the UK: Ventures

We are identifying and refining interventions that address the system’s biggest shortcomings.

Ventures

We use our experience in • Mathematics Mastery • Future Leaders Trust our schools to incubate good In 2015 we expanded to 265 schools, The Future Leaders Trust recruits ideas that will accelerate reaching 48,000 pupils. According to and develops school leaders to students’ achievement. research funded by the Education become exceptional headteachers in Endowment Foundation, the challenging schools. There are now We also support interventions programme demonstrated a positive 400 Future Leaders working in more outside of the classroom which effect on pupil attainment after only than 270 schools across the country. address larger issues facing the one year. We have supported 149 people on students and communities we serve. their way to school headships. These • Assembly Ventures that prove successful are school leaders are impacting the scaled up beyond the Ark network We launched our newest venture, lives of at least 50,000 children. contributing to improvements across Assembly, which aims to bring • Teaching Leaders the entire education system. education information management into the 21st century. The Assembly Teaching Leaders addresses These programmes are designed to platform will host apps offering educational disadvantage by become independent organisations innovative functionality and high developing outstanding middle in time and part of the Ark family. quality, visual data analysis. The leaders in schools in challenging platform will be geared towards contexts. We have now worked school improvement and enhanced with middle leaders in over 900 student outcomes. Assembly is a joint eligible primary and secondary venture with the NEON Foundation schools nationally. and supported by Zing.

Ark Family

• Frontline Frontline’s mission is to transform the lives of vulnerable children by recruiting and developing outstanding individuals to be leaders in social work and broader society. We now have 220 participants and are ranked 40th in the prestigious Times Top 100 graduate employers list.

16 17 Annual Report 2015 Section 3: UK Ventures Mathematics Mastery: A year of growth

A Teacher’s Perspective

Kirsty Williams is a Using what we call the ‘Next Steps primary teacher at Ark for Depth’, a series of steps within the lesson which demonstrate practical Dickens Primary in depth of understanding, has really Portsmouth. She shares helped the children. Every lesson her thoughts on the impact I ask questions such as, ‘Can you draw it?’, ‘Can you explain it to a friend?’ of Mathematics Mastery and ‘Can you prove it?’ on her classroom. I am a particularly big fan of the I’ve been teaching for 14 years and “growth-mindset” – another core value I never really enjoyed teaching of the programme – which underpins maths. The standard approach didn’t the way I teach and how I approach Our mission is to engage students nor did it motivate my the subject. Rather than emphasising students who struggled. But since we ‘brains’ or ‘natural maths talent’, a transform mathematics implemented Mathematics Mastery at growth-mindset focuses on progress our school last year, I am excited every and continual improvement. education in the UK. time I teach a maths lesson. We work in partnership to empower The growth-mindset has given the and equip schools to deliver world- Most importantly, I see the positive children great confidence. I often hear class mathematics teaching. changes it’s had for my class. The ‘struggling is learning’ when they’re Mathematics Mastery is a professional children now have a real love of talking and my class loves it when I development programme for teachers, maths and they see it as fun. The give them incorrect equations and they rooted in robust research and Mathematics Mastery principles are have to explain what I did wrong! internationally recognised methods. evident across all of our lessons. We encourage the children to speak in We have also fully embraced the ‘every Our approach is underpinned by key whole sentences when discussing their second counts’ element and we sing principles including high expectations work and this has really supported the our maths transition songs even when for every child, ‘depth before breadth’, development of their mathematical walking from a lesson to the library! and a focus on problem-solving and language and their understanding of conceptual understanding. Initially the concepts. My hope for the future is to see developed by Ark teachers, within four the mastery approach adopted by years the programme has expanded all schools. to hundreds of schools outside the network. “Bank of America Merrill Lynch is 48,000 delighted to support the national pupils rollout of Mathematics Mastery across reached the UK. This partnership is now delivering in 265 schools and reaching 48,000 pupils, helping to equip young people with skills and knowledge to 103 successfully transition from education new schools into meaningful employment.” recruited Alex Wilmot-Sitwell President, EMEA at Bank of America Merrill Lynch

18 19 Annual Report 2015 Section 3: UK Ventures A day in the life

Frontline: “If we want a society that is more 09:00 15:00-16:00 equal, more mobile, and has more I arrive in the office and check to see I’m on a home visit to see three people that better understand if any important emails have come generations of a family I’ve been Becoming through. In one case I’m handling, working with. The young daughter the nature of the challenges in the mum has been struggling to take left her mum’s home a few months this country, we need our most her daughter to nursery every day ago to live with her grandma – today talented and ambitious graduates but I’ve got a note saying that her the mum is visiting grandma so it’s independent attendance has been 100% this week. a chance to talk to all three of them. to see that there are important I give the mum a quick call to say I notice that the mum and daughter careers beyond big corporates, well done, because I know how hard seem to be getting along better and it’s been for her. I sit down with mum, who tells me financial services and law. Britain that her daughter has spoken about can’t change unless social work 09:30-12:30 possibly moving back in with her soon, changes, and for society to work, Time for the weekly unit meeting, which is amazing news.

social work needs to work.” which is a chance for me and the While no day in the other three Frontline participants 16:00-17:30 in my local authority to discuss any Back in the office where I write up life of a social worker is problems we’ve faced this week with reports on the two visits I’ve had this Josh MacAlister Frontline founder ever the same, Laurie, our Consultant Social Worker. We afternoon. I’ve got a bit of spare time and Chief Executive a Frontline participant, work together to come up with plans so I begin reading for an essay I’ve for different cases we’ve been dealing got due in as part of the academic side shares a snapshot of his with. What’s been great is how much of the programme. life on the programme. trust we’ve developed as a group which means I can be honest about 18:00 any difficulties I’m facing in Finished with work and I head over my work. to some football pitches nearby where I play in a social care five-a-side 13:30-14:30 team. Afterwards I have a quick I cycle off to a nearby school after drink with the team then head home quickly grabbing some lunch. I meet for some sleep before another busy a child I’ve been helping since I day tomorrow. started the Frontline programme, just to see how he’s doing, because he’s been through a very difficult time recently. He’s really happy to see me and seems to be coping well despite everything he’s had to deal with.

Highlights:

The beginning of Firstline Frontline was founded This year, the first cohort of Frontline in 2013 with an ambitious participants completed year one of the two year programme. The programme Secured funding through the mission to transform the begins with an intensive five-week Department for Education’s Innovation Programme to start summer institute. After, participants lives of vulnerable children ‘Firstline’: a leadership development by recruiting and developing join their allocated local authority programme for first line managers where they are supported and mentored in social work outstanding individuals to by an experienced Consultant Social become social workers. Worker (CSW) for the duration of their first year. In the second year, they are a 50% Growth Long term, Frontline wants to develop fully qualified social worker and work the next set of leaders in social work towards their Master’s qualification and broader society. Frontline began The government has backed a 50% while receiving an extended leadership increase in participants in 2016, as a venture within UK Programmes. development offer from the programme. increasing our cohort size to 180 It has now spun out into an independent charity.

20 21 Annual Report 2015 Section 4: International Programmes

International Education transforms lives and societies. We are working around the world to help build Programmes education systems designed to do just that.

This year, we have expanded Schools • Measuring school performance our international presence in We developed a model to help education by: • Ark Lajpat Nagar III our partner organisation PEAS We opened our first primary school better evaluate the performance • Setting up and running in India in partnership with the of the schools in their network. high quality, non-selective, South Delhi Municipal Corporation. Our value-added model identifies fee-free schools. schools excelling even in the most Education Programmes challenging circumstances and • Strengthening education systems highlights schools that could be by working with governments on • School Quality Assurance doing better by focusing on the programmes and policies that We rolled out our School Quality progress students have made. improve schools. Assurance project in the Indian state of Madhya Pradesh to We have since expanded the 20,000 schools. We supported the initiative and collected data from state to develop an accountability over 30,000 students in 338 schools framework that will improve across Uganda. The model has standards across its schools. been received positively by the Ugandan government and we are • School Information System now advising them on a potential We piloted our School Information national roll-out. System (SIS) in PEAS schools, a network of 24 non-profit schools we have supported in Uganda, as well as eight schools in Delhi. Our SIS is designed to help school leaders and teachers use data to drive student performance.

22 23 Annual Report 2015 Section 4: International Programmes

“Our aim here is to build a model of what can be done with Ark Schools government funding.”

Urmila Chowdhury India: Our first Headteacher school outside ‘For me, this challenge was personal. havoc on unsecured classrooms, My mother ran a school and I myself apparently sneaking in at night to rip the UK spent many years as a teacher and a up or steal any children’s work that school leader in India. I’ve seen pupils adorns the walls. We had to do some writing in exam books who can’t even extra work to monkey-proof the school. properly spell their own name. I was I’m glad to say that to date, no child’s determined that things would be schoolwork has been harmed.’ different at our school.’ New admissions have almost all Alongside Urmila are a team of ten been through word of mouth. We passionate, skilled teachers, recruited were particularly pleased when the from a pool of over 400 candidates. local fruit seller, Rajesh, enrolled his These founding teachers underwent son Amar. Rajesh had been a little six weeks of pre-service training, reluctant but changed his mind when led by experts from our Ark Teacher he heard good things from our Training programme. parents – his customers.

The school’s curriculum has been ‘There’s a common perception here strongly influenced by Ark’s in India that uneducated parents, experience in the UK, but localised especially if they are illiterate, don’t to the context in Delhi. The six pillars understand the value of education. of Ark have been translated into But it’s just not true. Every family, Hindi and students are learning no matter where they come from, maths through an adapted version wants the best education possible of Mathematics Mastery. for their children.’ In July 2015, we opened our first Ark school in Getting to opening day was not Urmila has high expectations for the Delhi. Ark Lajpat Nagar without its challenges. ‘Building students of Ark Lajpat Nagar, and works lasted until virtually the last these expectations will have to be is located between five moment and we were scrambling to met on a constrained budget. Urmila low-income communities, set up classrooms with furniture and explains, ‘It would be easy to just and serves a mixture of teaching resources, all while sweeping create one or two really nice schools, away the dust,’ she recalls. but that’s not our mission. Our aim Hindi, Bengali and Tamil- here is to build a model of what can speaking families. Many And there was the additional issue be done with government funding. of the 125 children now of unwanted guests. ‘Right before Then, this model can be replicated opening we were made aware that for all children.’ enrolled in the school local monkeys were known to wreak either previously had no formal education or had been in huge classes where they learned by rote.

Urmila Chowdhury, an educationalist with over 25 years’ experience, has spent her career banging the drum for quality education in India. She now leads the school as Headteacher.

24 25 Annual Report 2015 Section 4: International Programmes

Each year, Ugandan And this school is not alone. Ark’s newspapers publish the partner organisation, PEAS, runs Measuring a network of affordable schools in percentage of students in rural districts in Uganda. PEAS each school who achieve serves students who are most at-risk a “Division 1” ranking – achievement: of not completing secondary school: girls and those from disadvantaged the highest grade out of backgrounds. As a network, PEAS was 4. But this information in the 75th percentile on the value-add doesn’t reflect the equally creating a measure based on their 2014 national important measure of how examination results. This shows that students at PEAS schools are making much progress students significantly more progress in their are making. value-added learning than average, and it indicates what is possible for students from Is a school that admits high-achieving all backgrounds. students who make modest progress model in as good as a school that admits low- achieving students who then make But perhaps even significant progress? How do we Uganda more important than recognise the schools that take students finding the best schools, the farthest? is identifying the Value-add reveals the schools that weaker ones. make the biggest difference. Value-add compares the results of each student at Uganda has rapidly expanded access the end of primary school to his or her to education over the past 20 years. primary exam scores. Schools get credit The vast majority of Ugandan children when a student performs better than have the opportunity to go to school, expected, given their prior attainment. but the quality of teaching in some This allows you to control for the ability places urgently requires improvement. of a school’s intake, and to gauge the Using value added measures we quality of teaching offered by each school. can work out where there are underperforming teachers and school Over the past year, Ark has developed leaders. These schools can be held to and tested a value-add model for account, and provided with extra help Ugandan schools. We have collected where necessary. primary and secondary leaving results from a representative sample of 30,000 Using value-add, schools would no students. This has allowed us to identify longer be able to use excuses about when students make more or less the quality of their incoming students progress than expected. to explain away poor performance. This is a frequent excuse in some According to value added measures, poor, rural areas, where students Daniel Comboni School is one of the often enter school with limited skills. best in the country. Students entering Value-add allows schools to tackle Daniel Comboni start out with average these low expectations by showing results. But after four years of schooling, that other schools in exactly the same nearly every student winds up with circumstances perform much better. a division 2 or better score on their exams. Other schools get higher marks, In the end this is the real benefit of the but none make as much progress. value-add project – not just coming up Considering where their students with a new, better way of measuring started, Daniel Comboni School is schools and identifying excellence, showing that Ugandan schools can but giving Ugandan schools the perform remarkably well even in opportunity to spread excellence, challenging circumstances. and address challenges.

26 27 Annual Report 2015 Section 4: International Programmes

Although we now focus We continue our work in on education, we remain Zimbabwe Zimbabwe, supporting our committed to the conclusion Safe Arrivals maternity care programme of our successful health and as it moves towards child protection initiatives. independence. Programme for Thousands of pregnant the Awareness and women and new-borns die in Elimination of Diarrhoea Zimbabwe every year because (PAED), Zambia of a shortage of both skilled healthcare professionals and In partnership with the Centre properly equipped hospitals. for Infectious Disease Research Since 2011, we have worked with in Zambia Zimbabwe’s Ministry of Health In three years, PAED has immunised and Child Welfare to reduce 250,000 children against rotavirus, these preventable deaths. trained more than 560 health care workers in the most effective 652 responses to severe diarrhoea, and This year’s programme health workers successfully advocated for the national completed a five day course in basic roll-out of the rotavirus vaccine. highlights: emergency obstetric and neonatal care. • 23 nurses and midwives completed Scaling up Oral our two year Clinical Officer training Rehydration Salts (ORS) course. They are now providing both and Zinc, Uganda routine and emergency neonatal care across Zimbabwe. 23 In partnership with the Clinton nurses and midwives • 38 nurses have completed our one Health Access Initiative completed our two year training course. These nurses are year training course. ORS and Zinc are critical in effective now qualified Nurse Anaesthetists and diarrhoea treatment. By working with are ensuring safe neonatal surgeries producers, suppliers, retailers and in healthcare facilities across the the Ministry of Health to increase country. A further 34 nurses are knowledge of and access to cheap, high midway through their training. quality ORS and Zinc, our programme with CHAI in Uganda has seen • 652 health workers completed a a 13% increase in ORS and Zinc five day course in basic emergency use nationally. obstetric and neonatal care.

Improving HIV Care and • Collected data from 124 healthcare facilities to evaluate the quality of Treatment, Mozambique maternal health services. Using this data, we will build a comprehensive In partnership with Elizabeth electronic database that will provide Glazer Paediatric AIDS Foundation individual healthcare facilities and Four years ago we began an innovative the Ministry of Health with a clear programme to use SMS messages to picture of the state of maternal and contact and encourage HIV patients neonatal care. to attend clinical appointments and continue their treatment course. To date over 47,000 patients have joined the programme.

“I feel honoured to be a qualified anaesthetist. People can fully entrust their lives in my hands, knowing they are safe.”

Shephand, Graduate of the Nurse Anaesthetist course

28 29 Annual Report 2015 Financials

Ark programme spend Programme spend across the Ark family

This table shows the money spent directly by Ark. This table shows what was spent across the entire Ark family and provides a full picture of our reach. Ark’s programme spend is funded by a combination of specific donors, government funding and Ark’s own funds. Ark funding is directed at the This includes Ark Schools, Future Leaders and Teaching Leaders which are incubation stage of programmes that align with the Ark global strategy. This separate legal entities. The figures below include both direct spending by Ark, table shows the money spent directly by Ark. Ark’s funding model focuses government, and other funding sources. Total expenditure was almost £200 on the financial sustainability of all programmes and Ark funding typically million in 2015, up from £155 million in 2014. tapers as programmes mature and become self-sustaining through their own generated income and third party grant funds.

For the year ended 31 August For the year ended 31 August Programme 2015 2014 2015 2014

Ark £22.3m £18.0m Ark Schools £5.8m £6.3m

UK programmes £4.2m £2.7m Ark Schools £169.3m £132.6m Frontline £6.6m £2.6m Future Leaders £6.5m £5.3m Future Leaders £0.3m £0.2m Teaching Leaders £0.3m £0.2m Teaching Leaders £8.0m £6.2m

UK education £17.2m £12.0m Less: Ark funding to Schools, (£7.4m) (£6.7m) Future Leaders and Teaching India £0.6m £0.6m Leaders1

Uganda £0.5m £1.2m Total programme expenditure £198.7m £155.4m STIR £1.0m £0.6m Education Partnership Group £0.9m £0.3m 1 To avoid duplication, Ark’s own expenditure on Schools Education - International £3.0m £2.7m (including Music in Other UK Programmes), Future Leaders and Teaching Leaders is subtracted. HIV/Aids (Mozambique) £0.2m £0.3m Diarrhoeal disease (Uganda & Zambia) £0.9m £1.8m Maternal health (Zimbabwe) £0.6m £0.3m Health £1.7m £2.4m

Child Care (Romania) £0.4m £0.9m

Total £22.3m £18.0m

30 31 Annual Report 2015 Financials

The Ark balance sheet

At 31 August 2015 2014

Fixed assets £0.7m £1.8m Investments £22.8m £22.5m Debtors £3.2m £1.7m Cash at bank and in hand £5.3m £6.2m

Current assets £31.3m £30.4m Creditors: amounts falling [£11.5m] [£10.4m] due within one year 1

Net current assets £19.8m £20.0m Total assets less current liabilities £20.5m £21.8m Creditors: amounts falling [£1.1m] [£1.1m] due after one year 1

Net assets £19.4m £20.7m Funds Unrestricted funds: General Programme Fund 2 £5.2m £5.0m Core costs £3.0m £3.0m Restricted funds 1 £11.2m £12.7m

Total funds £19.4m £20.7m

1 ‘Creditors’ and ‘restricted funds’ are funds that are committed to existing programmes or raised for designated purposes.

2 ‘General Programme Funds’ are those funds we haven’t yet committed to specific Ark programmes and which are available to fund our future programmes.

32 33 Annual Report 2015 Our Supporters

The Ark family of programmes is grateful to the following major donors for their support in 2014–2015

Ark Global Board of Trustees Academy founding partners

Ian Wace - Chairman Michael and Gianni Alen-Buckley Gerard and Sarah Griffin Paul Dunning Tina Alexandrou Jon Hiscock and Fiona Forbes Lord Fink Brevan Howard Kowitz Family Foundation Kevin Gundle Arpad A. Busson Paul Marshall Nick Jenkins Sarah and Mark Driver Jennifer Moses and Ron Beller Paul Marshall Eureka Charitable Trust Helen and Tim Throsby Jennifer Moses Lord Farmer Ian Wace Blaine Tomlinson Lord Fink Anthony Williams Anthony Williams Ernesto and Veronica Fragomeni David Gorton Ark US Board of Trustees Ark Supporters

Jeff Tarrant - Chairman Actis Jennifer Moses 2 The Alexander Partnership Herbert Smith Freehills2 Thomas E. Sandell Baker McKenzie Huo Family Foundation (UK) Blaine Tomlinson 3,5 Bank of America Merrill Lynch John D. and Catherine T. Gary Yannazzo Big Change2 MacArthur Foundation4 Big Win Philanthropy 5 Kirkland Ellis2 Bloomberg5 Catherine Lagrange Boston Consulting Group2 Harvey and Allison McGrath2 Children’s Investment Morgan Stanley Fund Foundation Mulago Foundation4 Comic Relief NEON Foundation1 2 Credit Suisse EMEA Foundation Frank Noel-Vandenberghe 2 Deloitte Omidyar Network Dermot Desmond Jim O’Neil OBE3 DfID Paperseed Foundation4 4 Draper Richards Kaplan Foundation Peery Foundation4 The Driver Youth Trust The Queen’s Trust2 2 ECN Media Reuben Foundation 4 EdelGive Foundation Andrew and Belinda Scott2 4 ELMA Philanthropies Segal Family Foundation4 4 EMpower State Street Fondazione Oliver Twist Swarovski Foundation 2,3 Garfield Weston Foundation Thomson Reuters Isabelle Georgeaux and Patrick Healy UBS Optimus Foundation4 Greater London Authority USAID4 5 GSA Capital Winton Charitable Foundation The Hari Prasad Shastri Zing1 Charitable Trust

1Assembly 2Frontline Our Supporters 3Mathematics Mastery 4 STIR 5Patron

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Absolute Return for Kids (Ark) is a company limited by guarantee Registered in number 04589451. Registered charity no 1095322.