During the year ended 31 January 2026, RC Vision CIC used electric radio-controlled car racing to provide practical STEM learning, careers education and personal development opportunities for children and young people. Activities included school workshops and longer-term school programmes; school-holiday provision in Hillingdon; and interactive workshops, demonstrations and careers conversations at major education events, including What University? & What Career? Live at the NEC Birmingham and Olympia London, and ACS STEAM 2025 at Thorpe Park. Young people participated in activities involving the building, set-up, maintenance, testing and racing of electric radio-controlled cars. The company also developed resources and guidance to help teachers support structured car-building and problem-solving activities in schools. RC Vision particularly sought to engage young people who are underrepresented in engineering or who face financial, social, educational or structural barriers to participation. This included girls and young women, young people from minoritised communities, disadvantaged pupils and young people with special educational needs and disabilities. The activities made engineering practical, enjoyable and accessible. They gave participants opportunities to apply scientific ideas and develop problem-solving, creative and iterative thinking, teamwork, communication, confidence and resilience. Careers content helped young people connect these capabilities with future education, apprenticeships and employment. Feedback and participant reflections indicated increased awareness of career possibilities and greater recognition of their own creativity and problem-solving abilities. RC Vision worked with schools, youth and community organisations, local authorities, event organisers, volunteers and engineering, motorsport and radio-control industry partners. These relationships enabled young people to access specialist equipment, practical expertise and learning experiences that many would not otherwise have received. Any surplus generated was retained within the company to support continued community-benefit activity.

RC Vision’s stakeholders included participating children and young people; their parents and carers; teachers, school leaders, careers staff and safeguarding staff; schools and youth and community organisations; local authorities and commissioners; event and venue partners; staff and volunteers; funders and sponsors; engineering, motorsport and radio-control partners; and communities affected by activity at delivery locations. Consultation was undertaken principally through direct conversations with young people during and after activities; participant reflections and interviews; informal feedback from parents and carers; planning and review meetings and email correspondence with teachers, schools, commissioners and delivery partners; and operational debriefs with staff, volunteers and event organisers. School staff were consulted about pupils’ ages and abilities, special educational needs, safeguarding requirements, group composition, timetabling and intended learning and careers outcomes. Feedback was used to adapt the duration, group size and technical level of activities. At high-footfall careers events, the positive response to short, practical sessions informed greater use of repeatable mini-workshops through which more young people could participate directly. Activities were differentiated so that beginners and young people with additional needs could take part meaningfully. At Greyfriars Catholic School, discussion with teachers about variable participation and confidence informed the recruitment of a more targeted Year 9 girls’ cohort and changes to the preparation and equipment available. Consultation with The Oxford Academy led to the RC project being incorporated into its Year 10 BTEC Enterprise curriculum with greater teacher supervision. Feedback from school delivery also led RC Vision to produce clearer teacher-facing build instructions, safety checks and supporting guidance. Young people, parents, teachers and event partners consistently responded positively to practical building, testing and racing. In response, RC Vision retained hands-on participation as the core of its programmes while strengthening the links between those experiences, transferable skills and future careers.

The director received £5,751 during this period.

No transfer of assets other than for full consideration