for the Period Ended 31 July 2024
Balance sheet | |
Additional notes | |
Balance sheet notes | |
Community Interest Report |
As at
Notes | 13 months to 31 July 2024 | ||
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£ |
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Current assets | |||
Debtors: | 3 |
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Cash at bank and in hand: |
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Total current assets: |
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Creditors: amounts falling due within one year: | 4 |
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Net current assets (liabilities): |
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Total assets less current liabilities: |
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Total net assets (liabilities): |
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Members' funds | |||
Profit and loss account: |
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Total members' funds: |
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The notes form part of these financial statements
The directors have chosen not to file a copy of the company's profit and loss account.
This report was approved by the board of directors on
and signed on behalf of the board by:
Name:
Status: Director
The notes form part of these financial statements
for the Period Ended 31 July 2024
Basis of measurement and preparation
Turnover policy
Other accounting policies
for the Period Ended 31 July 2024
13 months to 31 July 2024 | ||
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Average number of employees during the period |
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for the Period Ended 31 July 2024
13 months to 31 July 2024 | ||
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£ | ||
Trade debtors |
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Total |
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for the Period Ended 31 July 2024
13 months to 31 July 2024 | ||
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Taxation and social security |
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Accruals and deferred income |
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Total |
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The main activity of Flourish Counselling Training has been to establish itself in delivering the COSCA Certificate in Counselling Skills to members of the community. This has been successful in that five course groups and a total of fifty one people have studied and completed the course over the financial year to which these accounts apply. Flourish has rented teaching rooms and operated from two community centres in Edinburgh, one on the East and the other on the West side of town in order to increase accessibility to the course for those who are working or have caring responsibilities. The company’s activities are intended to benefit people in the community working in caring roles and to benefit vulnerable people being cared for by formal or informal caring services. The studying and completing of the course has helped enable people in the community to feel more confident in their ability to re-enter education as adult learners and develop their potential and skills in ways that have led to employment opportunities. The course benefits the community by supporting people working in caring/support roles to enhance and develop the quality of what they offer vulnerable service users, and to progress and gain promotion within that sector. Many of the students have been working in Third Sector organisations supporting highly vulnerable people, sometimes with considerable mental health struggles. Consistent feedback from those students has included; greater confidence in their abilities and in themselves in their helping roles, and a learning of new ways of being with and helping service users. One example is of several staff from a registered charity supporting and empowering highly vulnerable African and Ethnic Minority women with lived experience of migration. The course had a powerful impact on the self esteem and skills base of the staff and on the quality of support staff offered to women who had experienced traumatic events and situations. The head of a school for children reported the huge benefits to her of the course in supporting staff as their manager and in her relating with the pupils. Some students have also felt able to go on into further study and skills development in Further or Higher Education. The course has also had a profound and often unexpected impact on students in terms of the quality of their relating with children, partners, parents, siblings, colleagues and friends - a ripple effect of the community benefits of the course.
The stakeholders are the students who study the course and the staff of the two community centres we use as venues. With students, consultation has mainly consisted of two written feedback forms given to them to complete, one at the midpoint of the course and one at the end. Feedback on a number of aspects of the student’s experience is elicited – learning by groupwork, written assignments, listening skills practicals, the assessment process, the effectiveness of the course delivery, facilities, and the course’s overall relevance to the student’s needs. Verbal feedback is also elicited in one to one tutorials and in consulting the course group as a whole. Flourish staff review and draw on the consultative feedback and try to respond to the feedback to tailor the course as much as is possible to individual and the collective learning and support needs. In terms of consulting the two Community venues we use, this is done informally and discursively in person and by email on an ongoing basis by the tutor themself and by the Directors who periodically visit the centres. It is very important to Flourish that in using a community space we try as much as possible to fit in with the culture of the community organisation and its values. When the consultations have revealed any tensions about our use of the centre impinging on its operations we have been quick to resolve issues.
No remuneration was received
No transfer of assets other than for full consideration
This report was approved by the board of directors on
10 April 2025
And signed on behalf of the board by:
Name: Lucy Virginia Mason
Status: Director