for the Period Ended 31 August 2024
| Directors report | |
| Profit and loss | |
| Balance sheet | |
| Additional notes | |
| Balance sheet notes | |
| Community Interest Report |
Directors' report period ended
The directors present their report with the financial statements of the company for the period ended 31 August 2024
Principal activities of the company
Directors
The director shown below has held office during the period of
17 May 2024
to
31 August 2024
The director shown below has held office during the period of
19 April 2024
to
31 August 2024
The director shown below has held office during the whole of the period from
21 August 2023
to
31 August 2024
The above report has been prepared in accordance with the special provisions in part 15 of the Companies Act 2006
This report was approved by the board of directors on
And signed on behalf of the board by:
Name:
Status: Director
for the Period Ended
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The notes form part of these financial statements
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 August 2024
Basis of measurement and preparation
Turnover policy
for the Period Ended 31 August 2024
| 2024 | ||
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| Average number of employees during the period |
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for the Period Ended 31 August 2024
| 2024 | ||
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ROKIL CIC was set up in August 2023 with aims to facilitate the development of children aged under 11 with developmental delay or disorders which require behavioural, cognitive and emotional assistance. Through the use of early intervention founded in Behavioural Science and Naturalistic Developmental Behavioural Intervention (NDBI) to deliver child-centred support. Including the family, carers, educators and the wider community within the program to achieve its goals. Our long term goals have since been refined through engaging directly with the community and expanding the visionary impact of our work to be positioned as a pivotal component to child development and emotional, social, mental health support in our community and the UK at large. Reduce time spent without intervention in early childhood related to ehcp and CAMHS. See a reduction in behavioural cognitive social and emotional challenges in children who use our services. Develop commissioned and referral programs for children, parent and staff training and support. Create accredited interventions for autism and ADHD early intervention. During its first year the company’s activities have benefited the community in the following ways: Our primary focus during this first year has been to provide accessible and specialist support, aiming to reduce the time spent without crucial early intervention for children facing developmental, behavioural, cognitive, social, and emotional challenges. This report outlines the key activities undertaken in our first year and their positive impact on the community. In our first year of operation, Rokil CIC has actively engaged with various segments of the community through a diverse range of initiatives: Empowering Future Professionals: The founder was asked to deliver a keynote address at her former university- University of Bath for its Target Bath initiative to support greater access and admission of Black African and Caribbean students. This keynote provided insight into the university as well as her studies in education and psychology which led to her career path. Additional panel and Q+A sessions provided advice and guidance to psychology students particularly. This engagement contributes to the development of future professionals in the field of child development and mental health, indirectly benefiting the community in the long term through encouraging diversity and prepared practitioners. Supporting Parents and Early Years: We conducted a specialist keynote at a mums' coffee morning addressing mental health in motherhood and its impact on early years development and support of children. This was accessed by local mums in High Wycombe Buckinghamshire who are part of a motherhood community group called Mums Meet Up. Supporting Parents and Early Years: facilitated 20 low income mothers through free baby/toddler classes offering expert advice and demonstrations through sensory play and explorative activities. Reducing stigma around early childhood challenges, signposting for support and offering community discussion on support needs and early signs of neurodiversity. These sessions empowered parents with knowledge and practical skills to support their children's early development as well as offering children research informed play sessions to stimulate development and build social relationships within their community. Expanding Reach Through Digital Platforms: We hosted multiple webinars concerning topics of childhood development, neurodiversity, common concerns in anxiety, behaviour speech and social skills. As well as school readiness, breaking down the complexity of child development for parents and teachers, the role of play in development and addressing strategies for parents and teachers in intervention. Sessions including insight from professionals in CAMHS, medical doctors, teachers, behavioural therapists and intervention specialists. This extended our reach and providing valuable information to a wider audience on child development and related topics. Sharing Knowledge and Insights: We consistently shared valuable information and expertise through blogs, reaching a broader audience online and offering guidance on child development topics. Providing Specialist Guidance: Our expertise was outsourced by little explorers as a specialist advisor on child development at their baby and toddler sensory classes, enhancing their quality and impact in the Marylebone community. Seeking Sustainable Growth: We actively sought funding to expand our services and reach, demonstrating our commitment to long-term community benefit. Direct Community Support: We engaged in charitable volunteering for children and young people and undertook charitable fundraising for youth projects, SEN, and inclusive community activities, directly contributing time and resources to benefit the community. Building Online Presence: We created social media content to raise awareness, share information, and connect with the community online, extending our impact beyond in-person activities. Local Awareness and Connection: We undertook community outreach and flyer handouts to raise awareness of our services and connect with individuals and families within our local area. Summer Engagement: We organised summer baby and toddler classes 3x weekly providing continued support and activities during school holidays where most provisions close for term ending. This was crucial for parents and toddler intervention and engagement over a long break from education and regular routine. Specialised Support for Autistic Children: We successfully received funding by the National Lottery fund; For a music program for autistic children aged 3-11, providing a valuable and tailored intervention to support their development which we called Inclusive Rhythms. Individualised Family Support: We offered 1:1 parent coaching and training and 1:1 home schooling and intervention, providing tailored support to address specific family and child needs. Extending support to parents for consistent intervention and support of children and building their confidence to do so- very important to the level of support accessed by children outside school and therapy. Accessible Learning Opportunities: We offered online tutoring, providing flexible and accessible learning support to children. Rokil CIC has actively engaged with and contributed to several key community initiatives and partnerships: Autism Bucks member: Demonstrating our commitment to supporting individuals with autism and their families, gaining knowledge of lived experiences and contributing to existing work. Mums Meet Up HW: Supporting local parent networks and providing a platform for peer support. Buckinghamshire Lottery Affiliates: Exploring sustainable funding opportunities to further our community impact. Motherhood group UK: supporting the work being done for black maternal health and advocacy in child birth and development. Local SEN offer provider: registered local council member for SEN provision with acknowledgment of our activities on its public directory. National Autistic Society: registered on the directory for Autistic provision and support win early years and childhood. Community members can access our details and information on our services from an approved and accredited source of autistic resource and research.
The company stakeholders include Parents/carers and children who directly access and engage in activities and intervention. We ask all participants in our services or programs to fill in a short form detailing child’s name age and particular areas of need. This provides a clear initial profile of the support required from us and informs our practice in combination to our own assessments and support plans. For those participating in 1:1 services or long term programs they take part in a consultation call to discuss further support and next steps further questions and concerns are taken note of and these are combined with facilitator observations or assessments for continual monitoring of program effectiveness and sensitivity to child’s needs for adaptation. At the completion of programs parents complete evaluation forms so we can monitor and evaluate the effectiveness and impact on the children and wider community, including ways to improve and expand our reach in differing communities and needs. For long-term support received, a written report is emailed out detailing activities and support they provide, how their child engaged creating a portfolio of their learning and development journey. This informs parents of strengths and challenges, areas of growth and where more support will be directed in the following month. Verbal communication is continuous following sessions and parents are kept informed regularly. Encouraged to fill out behavioural data sheets so we can monitor intervention affects and maintains sensitivity to changes and needs throughout the process. Children are closely monitored during sessions for non verbal or emotional responses to activities, language is given through visual resources for them to share how they feel during the sessions, they are consulted by providing verbal and nonverbal opportunities to evaluate sessions through Steering groups, post session circle time, hands up, thumbs up and fingers on noses to answer questions on comfortability, readiness, engagement and emotional wellbeing.
No remuneration was received
No transfer of assets other than for full consideration
This report was approved by the board of directors on
21 May 2025
And signed on behalf of the board by:
Name: Carla Davis
Status: Director