Children in Crisis 2015-16 Annual Report

Annual Report and
F inancial Statements
For the year ended 31 March 2016
UK Charity No. 1020488 Company No. 2815817

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Children in Crisis Annual Report 2016
Contents Page
Foreword 3
Trustees' report 4-6
Country programme reports 7-22
Thematic reports 23-43
Our future plans 44
Fundraising review 45
Financial review 46-48
Risks and uncertainties 49-50
Structure, governance and management 51-52
Reference and administrative information 53
Statement of Trustees responsibilities 54
Report of the Independent Auditors 55-56
Statement of financial activities 57
Balance Sheet 58
Cash Flow Statement 59
Accounting Policies and transition to FRS 102 note 60-62
Notes to the financial statements 63-74
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Foreword
Every year Children in Crisis aims to bring measurable, sustainable and meaningful improvement to the
lives of the children, young people and communities we work with. We also aim to be accountable, and
this annual report is an important part of that accountability.
We are pleased with what we have achieved this year. We are always striving to reach the hidden
children, those in great need and overlooked by others. In Afghanistan, we have gained a well-deserved
reputation as experts in protecting children in conflict with the law. This group of children is highly
vulnerable and often forgotten. We have provided legal aid, alternatives to detention, education
and vocational training to support the re-integration of children who have been detained. Another
overlooked group we reached this year is the secondary school aged Burundian refugees who have fled
political violence into DR Congo.
In this report, instead of just providing a narrative of the charitys activities, we measure our success
against well-defined aims and objectives. We continue using our traffic light system for reporting country
by country, but also include a thematic section. This better-reflects the commonality of goals in the
chronic emergency situations that we work in, and better-represents what we actually do.
We are supporting our mission with more effective, efficient and accountable fundraising with an
emphasis on higher quality relationships with people who donate to us. We have invested in new and
strategic income streams to support the new 2016-2021 strategy.
2015-16 was planned as a transition between Children in Crisis current and new strategy. This year we
have maintained our strong foundation of overseas projects from which to build the new strategy. We
have intensively learned from projects coming to an end and listened to children and communities we
work with in order to inform new directions. We have applied this learning to new funding proposals and
have had some success in securing multi-year funding for the coming years.
In financial terms we improved the management of financial risk, particularly through a revised reserve
policy, and have used the multi-year management of designated funds to improve our investment in
project growth, fundraising, infrastructure, and innovation.
In 2015-16 our aim was both to deliver the changes planned to childrens lives as laid out in our 2014-15
annual report, and to put ourselves in a strong position for the start of the new strategy. Thanks to the
efforts of the children and communities that we work with, our partner organisations on the ground,
and the commitment of our supporters, we are pleased to report good progress in both areas. We look
forward with excitement to the first year of the new strategy, to even more positive change for children
and to new partnerships with those who share our vision.
Anthony Wallersteiner Koy Thomson

Chair CEO
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Trustees' report
The objects of the charity are the relief of hardship, distress and sickness of persons in need, particularly
children, in any part of the world. They are governed by its Memorandum and Articles of Association.
In order to achieve these objects, Children in Crisis focuses on education and child protection in
countries affected by conflict. This is because education is always an expressed priority of people in
need, as well as delivering multiple benefits to the individual, the community and to wider society.
Quality education is of intrinsic value to an individuals development as an autonomous, unique person;
it provides the capabilities and skills to shape and pursue life goals whatever these may be; it provides
life-saving protection in respect to avoiding risks such as disease; it increases individual incomes and
employment prospects; it builds community cohesion and peace in countries suffering conflict, and; it
supports national social and economic development. To gain access to education or to benefit from it,
children must be safe and secure, and protected from harm or abuse. Child protection is therefore key.
Children in Crisis aims to achieve its objects by improving the education and protection provided to
children, especially girls and marginalised groups such as children with disability. The measurement
of our impacts is through a rigorous monitoring, evaluation and learning process, involving the clear
definition of goals, outputs, outcomes, and indicators at the start of each programme. We carry out both
internal and independent evaluations, and use participatory, qualitative and quantitative methods.
The main activities are:
Children in Crisis main activities

Inclusive quality learning School build and refurbishment; teacher training and support
and education networks; accelerated learning; school management training;
adult literacy and education and; water and sanitation.
Raising family and community Supporting enterprise, savings schemes, community enterprise,
incomes to support childrens and vocational training so that income is not a barrier to
futures accessing school and maintaining schools.
Protecting children from abuse, Delivering child protection programmes in schools, juvenile
exploitation and harm justice programmes, and activities to stop violence against girls.
Building resilience and strength Promoting childrens participation and leadership in activities.
of character in children
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Children in Crisis Annual Report 2016 Children in Crisis Annual Report 2016
Strategy 2016-2021
Trustees agreed a new strategy for 2016-2021 which will be put into operation from March 2016
onwards. We aim to double the number of children we reach per year in this period, and improve
the depth and sustainability of impact.
Children in Crisis One Page Strategy Summary 2016-2021

Our Vision and A world where children receive the education and loving care that they need to lead valued lives and realise the best within themselves.
Mission
To reach hidden and forgotten children with quality education, and safe, protective and supportive relationships that can be sustained by parents, local communities, and others.
Our Strategy We target our help at very vulnerable children who are disadvantaged by the long term impacts of conflict, and not reached by others. They are in critical need of quality education, protection, peace
and care, and capable parental and community support.
We provide physical and material inputs for building infrastructure, specialist know-how, essential technical inputs and advocacy.
We empower marginalised groups and positively change their status and position in society.
We work through local partners and develop programmes in a participatory way with communities and children. We combine resources with communities and help them to better mobilise and apply
their own resources, understand their rights and negotiate for their needs. We give a hand-up. We collaborate with government authorities.
We influence national and international policies in support of our causes.
Our operating
principles
Focus on chronic emergencies Stay for the long term Community-based solutions Quality programmes and Focus on the excluded and
and conflict We work on the difficult interface Our methods support a hand-up to proof of impact their rights
We choose to work in situations of development and humanitarian independence, self-reliance, and We are marked out by the Even in the most challenging
of chronic emergency / conflict or interventions. We stay for the long long-lasting change. consistent quality of our contexts, we still ask ourselves
post-conflict contexts. term, whereas humanitarian actors programmes, financial who is not here, who is not
We are conflict-sensitive, bringing are short term. We seek long accountability, and proof of impact. included. Who is denied their
communities together to build peace. lasting community-based solutions. rights?
We believe that greater gains are
to be made seeking the hardest to
reach those unreached by others.
Our outcomes
for children Learning to know Learning to do (carers and children) Learning to live together Learning to be
Children must get a quality education and Childrens education and wellbeing must be Children must be nurtured within safe, loving Children must develop strong and resilient
learn, not just attend school. supported by raising the income of parents and protective relationships, and through this characters to take advantage of opportunities
and communities, and children themselves learn to relate positively. All children to be and withstand lifes knocks.
All children learning and progressing through
need to learn to earn. All children experience safe, secure and protected and feel that they
informal and formal education.
favourable material circumstances. can influence their world.
Our values
A focus on hidden and Measure all that we do against the Quality relationships in all that we do Not to shy from challenges
forgotten children relevance to the most vulnerable
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Afghanistan
Targets & achievements
The armed conflict in Afghanistan continues to have particularly harsh consequences for children. Since 2015,
the number of human rights and protection incidents related to children has rapidly increased. Children
constitute a quarter of civilian casualties; they are increasingly recruited, used and abducted by armed groups.
The on-going violence has also disrupted or prevented childrens education, a problem further exacerbated
by severe poverty and inequality. An estimated 40% of school-aged children are out of school: they are forced
into labour and are often subject to exploitation and abuse.
Within this challenging context, we remain strongly committed to ensuring that children are both educated
and protected. Our expertise enables us to work at the heart of communities. We continuously engage with
community or religious leaders and families, encouraging them to send their children (especially girls) to
school and understand the positive impact education can have on their future.
Summary of achievements against 2015/16 targets

Target 1: Support the education, wellbeing and learning opportunities
of working children and vulnerable women in at least two
underserved districts of Kabul.
Achievements We continued to support the education and well-being of street-working children
and vulnerable women in the Wazir Abad and Rishkhor districts of Kabul. We opened
a new community based education centre (CBEC) in Bala o Ashkar in March 2016.
The following results were achieved through the CBECs this year:
136 (target was 60) children completed Grades 1 and 2 of primary school through
an accelerated learning programme
456 (target was 500) in-school children received coaching, homework support
and other extra-curricular activities to help them stay in education
183 (target was 120) women and girls received basic literacy and numeracy training
158 (target was 100) women completed a six-month course in tailoring
40 (target was 40) women gained independence and financial literacy through
our communal savings & loans groups
1,392 (target was 1,000) community members received health and hygiene training.
We investigated ways of increasing the level of support provided from our CBECs
to the largely refugee communities that they serve in Kabul. Connections were
made with local schools and teacher training was provided to improve the
standard of lessons within them. Our research identified a pressing need to provide
educational assistance to pre-primary age children. We also concluded that women,
and ultimately their families, would benefit from an increase in the training and
education that we are currently providing them with.
In the previous financial year, we aimed to assess whether there had been lasting
improvements to the lives of children who graduated from our 2012-15 CBECs.
However, we decided not to do this. Instead we decided to improve the existing
monitoring and evaluation mechanisms in the project and outcome-level findings.
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Target 2: Improve juvenile justice and child protection.

Achievements We continued to strengthen the juvenile justice system so as to uphold the rights of
children in conflict with the law by:
Advocating for the implementation of laws and statutes protecting children in
conflict with the law. We sought meetings at the highest level to bring critical
issues to the attention of respective ministries and among juvenile justice
professionals (judges, prosecutors). Our strategy is to focus on securing ministry
commitments for the long term sustainability of child protection systems that we
have put in place (e.g. a commitment to increasing the number of government
social workers assigned to children)
Working towards a child-centred, rights-based juvenile justice system in
Kabul. Our Afghan colleagues are impressively driven yet still pragmatic in
their approach. They are realistic about the time it takes to secure ministry
commitments and/or embed change, and have pursued alternative, effective
strategies in the meantime. This persistence led to an advocacy breakthrough
(Jul Sep 15) when an agreement was reached with a local secondary school for
teachers to deliver education services at the juvenile rehabilitation centre (JRC)
Transforming the education and learning environment for juveniles at Kabuls
open JRC. Judges have taken note of these improvements, and the increase in
potential for rehabilitation/reintegration of juveniles. Utilisation of the open JRC
in sentencing is steadily increasing, up by 32.2% in 2015
Increasing the completion of social inquiry reports (SIRs) which capture vital
information on the childs case, family background and circumstances leading to
arrest. SIRs are now being consistently completed and demanded by judges
Using community workers in mediation this helps to reduce the number of
cases of juveniles in conflict with the law from reaching the justice system in the
first place. Since April 2015, when mediation activities began, 134 cases have
been resolved this way.
Target 3: Support children with disabilities to live with dignity.

Achievements We continued to support the care and development of children and young people in
state orphanages:
Regular visits from teachers, physiotherapists and doctors were facilitated. We ensure
that care plans, tailored to the childrens individual needs, were created and followed
A number of meetings were held with relevant government authorities
throughout the year, to advocate for the recognition of children with disabilities
and increase funding. These included meetings with the First Lady of Afghanistan,
the new minister of labour, social affairs, martyrs and disabled (MoLSAMD), and
the new deputy minister for disability. A visit from the presidents office was
facilitated, during which the needs of children with disabilities were advocated
for. Children in Crisis, with MoLSAMD, coordinated an event to celebrate the
International Day of Persons with Disabilities in December
Over the last year we have been investigating options for a pilot project around
supporting children with disabilities within communities. We want to connect
families with existing care services and raise awareness around issues of
disability. We have now developed a proposal which will be implemented in the
first quarter of the 2016/17 financial year.
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No targets previously assigned: Afghanistans first ever Joint Child

Protection Rapid Assessment.
Drawing on our technical and operational expertise in the Afghan child protection
sector, we led on carrying out the countrys first ever Joint Child Protection Rapid
Assessment. Ongoing conflict makes the need for a humanitarian response that
safeguards womens and childrens rights more urgent than ever. The evidence base
generated by the assessment will be key for these future humanitarian responses in
Afghanistan, in particular in key child protection areas (including education, children
with disabilities, drugs & substance abuse, child labour and child marriage).
No targets previously assigned: Pilot legal aid for vulnerable children in

Ghazni province.
Within our Juvenile Justice Project, we piloted providing legal aid for vulnerable
children in Ghazni. This has been extremely beneficial to children in conflict with
the law, providing them with otherwise unobtainable legal representation and
advice from a juvenile lawyer as well as support from our social workers. We want
to roll out this project to ensure that other vulnerable children have a fair legal
representation and a better chance at reintegrating themselves in the society for
the future.
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Our targets for 2016/17

The Community Based Education Support the juvenile justice detention system to
rehabilitate juveniles and to provide effective
project: reintegration by:
a: Continue to support the education, well-
being and learning opportunities of Delivering vocational education and structured
vulnerable children and women in three academic courses to children detained in both
underserved districts of Kabul. Output the open and closed sections of Kabuls JRC
indicators for 2016/17 include: Guaranteeing the ability of all children to
90 children complete Grades 3 and 4 of attend the open JRC through the provision of
primary school through an accelerated daily transportation from their homes.
learning programme
750 in-school children receive coaching,
Supporting the most vulnerable:
homework support and other extra- Help children with disabilities to live with
curricular activities to help them stay dignity through:
in education
Continuing to support the care and
180 women and girls are provided with
development of children and young people
basic literacy and numeracy training
with severe and multiple disabilities in
150 women complete a six-month course state orphanages by providing play-therapy,
in tailoring physiotherapy and full time care
60 women gain independence and financial Working with local and international partners
literacy through our communal savings & to advocate with relevant authorities for
loans groups. increased recognition of children with
b: Investigate the options for expanding and disabilities in national budgets.
adapting our model of community based
education to other provinces. Supporting families and communities to care for
children with severe disabilities by:
Juvenile justice and child protection
Implementing a pilot in-home care project in
sector support: two communities of Kabul
Strengthen the social work profession to protect Positively changing the perception of people
children in conflict with the law by: with disabilities in the two communities
Training government social workers on through awareness-raising campaigns.
child rights, the minimum standards of
child protection, and on case-management
procedures
Piloting the placement of social workers in
district police stations in Kabul to more-
effectively and efficiently respond to
juvenile cases
Taking part in national-level coordinating
bodies to promote standards of social work
and to share knowledge of effective models of
delivery.
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Burundi
Political crisis
Burundis political crisis, which began in April 2015, has had devastating impacts on the countrys
economy. This trend is expected to continue as Western governments suspend their budgets and aid
programmes. The country remains unstable and there are no signs of resolutions as violence, gross
human rights violations and political murders still occur on a daily basis.
It is civilians who are counting the true costs of this crisis. More than 26,000 Burundian refugees have
fled to neighbouring Tanzania, Rwanda, Uganda and DR Congo. The numbers continue to increase.
Refugee camps in these countries have almost reached their full capacity and the resident Burundians
are living in poor conditions.
See pages 15, 28-29 for information on our Lusenda Refugee response in DR Congo.
The Batwa
There are several marginalised and vulnerable communities in Burundi, including the Batwa, who have
largely been denied access to education, land and employment. This leaves parents unable to care for
their children as they wish to and the terrible rates of mortality that result in an estimated 50% of Batwa
children dying before even reaching the age of five.
The multiple forms of discrimination that the Batwa suffer have dramatic consequences on their ability
to realise their rights especially economic and social. Alongside our local partner Famille Maintenant
(FAMA) we have closely worked with the Batwa and other vulnerable communities in Burundi on how
they can best achieve the financial independence and self-sufficiency that they desire. Burundis Batwa
people want the same as all parents do, the ability to provide for their children, to give them shelter,
food and security. They want for their children to be educated and have the chance to create a better
future for themselves.
Our work:
The political instability in Burundi meant that we were unfortunately forced to postpone our
plans for a two-year vocational training project with FAMA. Instead, we have scaled down our
plans to focus on a smaller project focused on agriculture with Batwa families. The Improving
Food Security and Livelihoods for Vulnerable Communities project targets 150 Batwa families,
comprising approximately 600-750 individuals. The families will be divided into ten cooperatives,
and supported by FAMA and Children in Crisis to grow food (primarily beans and maize) as well as
some produce for sale (pineapples and tomatoes). This will be done on land donated by the mayor
of Gasorwe.
Batwa rarely own their own land, usually earning low wages from farming other peoples property
on their behalf. This project enables them to grow and harvest their own food as well as to
generate additional income from the sale of the produce. It will also encourage collaboration and
social cohesion among the communities.
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Target 1: Implement the 15-month pilot phase of Improving Food

Security and Livelihoods for Vulnerable Communities project.
Achievements After a number of iterations, we have agreed on a two-year agricultural project
which incorporates four growing seasons. A detailed project plan, monitoring &
evaluation framework and budget have been developed. Unfortunately the launch
of the project has been hindered by the opening of a bank account which, due to
the crisis in the banking sector in Burundi, has been a slow and difficult process. It is
hoped that FAMA will succeed in opening an account by September 2016 so that the
project can get underway.

Launch and successfully implement the Improving Food Security and Livelihoods for Vulnerable
Communities project.
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DR Congo
Our strong relationship and collaboration with communities in the Plateau region of eastern DR Congo
continued in 2015/16. This enabled us to provide quality education and life chances to the young generations
of this remote and often overlooked region. Alongside our work in education, we established village savings
and loans associations (VSLAs) and advocated for the empowerment of women and girls. Thanks to these
interventions, more families can afford to feed their children, pay for their healthcare and make informed
decisions such as choosing to send their sons and daughters to school.

Target 1: Complete a pilot for third-phase of teacher training project
(June December 2015).
Achievements Six teacher support networks (TSNs) received training and support between April-
June 2015, and October-December 2015 (target was six). TSNs are regular meetings
where teachers from different schools unite to organise peer-to-peer training,
identify the gaps in knowledge and share their views, experiences and methods of
teaching. A total of 148 teachers, from 22 primary schools (target was 24), received
training. Two of the target 24 primary schools were having administrative difficulties
so did not participate. Between 4,500 and 4,600 primary students were taught by
teachers from these TSNs.
Secondary pedagogy teachers were engaged in the TSNs.
22 head teachers (target was 24) received training in May 2015, improving the
financial, administrative and pedagogical school management in 22 primary schools
(as measured through lesson observation and teacher, pupil and community
perceptions).
135 teachers (target was 144) received training on evaluating student learning
outcomes in May.
Six schools received training in school enterprise and income generating activities
(IGAs) but their enterprises are currently not up and running. Business plans for
IGAs include hair salons, phone-charging stations, sheep-rearing, pig-rearing, selling
mobile phone airtime and selling stationery.
2,802 community members (1,062 women and 1,740 men) were sensitised on
topics such as; the importance of educating girls, the responsibility of parents to
educate their children, the negative impact of child marriage and the equitable
division of labour within the household. This was done using community mobilisers
young girls and boys who were trained by one of EMIs (our local Congolese
partners) teacher trainers. Sensitisation was delivered in the form of drama
sketches in churches, schools and local villages. The teacher trainers also undertook
sensitisation in schools and churches in the form of talks and discussions.
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Target 2: Launch the full third phase of teacher training project, as of

January 2016.
Achievements We commenced a third phase of teacher training in January 2016. In this third
phase, funded by Comic Relief, we are applying an innovative approach. As well as
providing existing teachers with in-work training as we have done in the past, were
focusing on the pre-service training of new primary school teachers. We are also
strengthening continuing professional development of remote Plateau teachers,
supporting the self-sufficiency of secondary schools (where teachers are trained)
through income-generation schemes, and using community-level advocacy to
improve gender equality.
Target 3: Construct or rehabilitate three schools.

Achievements The construction and rehabilitation of three primary schools was completed (target
was three): Kitembe (construction), Bushokwe and Matunda (rehabilitation). This
has provided in excess of 450 children with a vastly improved learning environment
in 2015/16.
A second three-year school building programme has been developed for 2017-20,
with three schools being built per year. Funding is currently being sought. During
the interim year 2016-17, funding is being sought for two constructions including a
secondary school near Lusenda refugee camp.
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Target 4: Implement a pilot village savings and loan associations

(VSLAs) project.
Achievements The pilot phase of our VSLA project ran in the mid and high plateau region of Uvira
from April 2014 August 2015. Astonishing changes have already taken hold in the
way of life for communities involved.
The project established 30 VSLAs, with 705 members, more than 70% of who were
women. The total amount saved by the members over the course of this first VSLA
cycle was $17,909. This equates to an average of $25.40 per member, an astonishing
amount for Plateau inhabitants. Following the repayment of all the loans, members
gained a 47% yield on savings.
The evidence showed positive changes in many areas, and particularly in education.
Boys and girls living in households where there is a VSLA member are more likely
to be in school than those belonging to non-VSLA households. There was also a
consistent shift away from men dominating household decision-making to joint
decision-making between husband and wife. 99% of women interviewed had
greater self-esteem due to their participation in the VSLAs, while all of the women
believed that they had gained respect in their homes and communities.
We had aimed to facilitate an external impact study on the pilot phase of the
VSLAs. However, as the internal impact study was of such high quality, it became
unnecessary for an external impact study to be carried out.
An extension of our VSLA programme started in August 2015, targeting the three
pilot regions (Katobo, Marungu and Bijojo), and two new regions (Lemera and
Mukato). This equates to 50 new VSLAs being established.
We had aimed to develop and fund a multi-year, multi-country VSLA programme,

incorporating Burundi into the project. However, political unrest in Burundi
prevented this. Instead, we are developing a multi-year project for the next phase.
It will focus on consolidation and sustainability of existing VSLAs, rather than
expanding the number of VSLAs.
Not previously targeted: Lusenda refugee project.

In 2015, we took increasing steps into humanitarianism by responding to the
Burundi refugee crisis in DR Congo. Our focus has been on supporting the
chronically neglected secondary schools which are hosting students from Lusenda
refugee camp. UNHCR, the coordinating agency at Lusenda, praised Children in
Crisis and EMI, for the efficiency and effectiveness of the activities undertaken so far.
These included the distribution of 1,059 secondary school uniforms and school kits
to Burundian refugees and Congolese students.
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Education for All VLSAs
Successfully implement year one and Successfully conclude phase II of the VSLA
transition to year two of the four-year programme including a strong internal
'Education for All' programme. This will focus evaluation
on enhancing the training of new primary Secure funding for and launch phase III of
school teachers, reducing financial barriers to the VSLA project. Focus on enhancing the
education and raising community awareness sustainability of existing VSLAs, building the
of gender inequality and the importance of capacity of existing members and extending
girls education. the project to incorporate 25 new VSLAs.
School Building Lusenda refugees

Construct two schools: a primary school in Successfully complete pilot phase of Lusenda
Bibangwa on the high plateau and a secondary project. Activities planned for 2016-17
school at Lusenda, serving the refugee camp under this project include the distribution of
and local Congolese population teaching materials to all six target secondary
Successfully fundraise for phase II (nine schools, the training of 91 teaching staff and
schools over three years) of the school PTA members and the establishment of drama
construction programme. clubs bringing Congolese and Burundian
students together
Design, fundraise for and launch of phase II of
Lusenda intervention potentially including a
vocational training element.
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Liberia
The 2014/15 Ebola outbreak created new challenges for Liberias already fragile education system and
national economy. The effects are still very much felt today. Schools were closed for seven months and
students are still catching up. School fees have become an even bigger barrier to accessing education, with
many children losing their primary caregivers to the disease. Despite this challenging context, hand-in-hand
with our local partner FAWE-Liberia, we have delivered education, school building, vocational training and
WASH programmes in Rivercess one of the poorest counties in Liberia, itself ranked amongst the poorest
countries in the world.

Target 1: Implement the Our Words Library (OWL) and Vocational
Training Programme (VTP).
Achievements We successfully navigated the Our Words Library (OWL) project and Vocational
Training Programme (VTP) through the disrupted period in the wake of Ebola.
Strategies were realigned to respond to the governments school reopening
protocols, including the modification of academic priorities as the term calendars
were changed.
OWL
Project activities included teacher training, PTA training, story-making theatre
activities, distribution of stories and school WASH
It was originally planned that the second cohort of the 15 OWL target schools
would be engaged. Due to the change in the academic year, we started engaging
the third cohort of 15 target schools (target was 15) as well. In total we
supported over 5,000 children from 30 schools to resume their education.
VTP
We secured funding for and launched the scaled up VTP (July 2015-June 2017).
Six outreach vocational training centres (target was three) were run in Siahn,
Neezuin and Gleozohn, Geozohn, Payes and Sand Beach in January 2016
At these centres we delivered life-changing, sustainable livelihoods opportunities
to over 600 vulnerable women through vocational training and village savings
and loan associations (VSLAs)
We also expanded our support to 60 young people through technical courses
(carpentry, mechanics and masonry) at the vocational training centre (VTC).
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Target 2: Implement the school WASH project.

Achievements The second phase of the School WASH project was successfully implemented in four
target communities (target was four) Barblozohn, Fartha, Gbarsleh and Sand Beach
Junction).
Through the WASH project we constructed four latrines, installed four water points
and eight hand-washing stations, and delivered 24 training and awareness raising
sessions. Children have learned how to construct Tippy Taps community hand
washing stations made from locally available materials and highly important in the
wake of the Ebola outbreak.
Target 3: Develop Children in Crisiss Regional West Africa Strategy

2015-2019.
Achievements Following a thorough feasibility study, a regional West Africa strategy, encompassing
our work in both Liberia and Sierra Leone has been developed. The timeline
however has changed to 2016-2020. The regional strategy, amongst others, will
focus on:
Expanding target groups to include; young people, young girls and mothers, the
most vulnerable such as children with disabilities, people with disabilities and
parents of children with disabilities
Expanding the scope of our education projects to include health and nutrition
Recognising the legacy of Ebola, support school and community WASH
infrastructure
Promoting child/youth participation in programme development (community
assessments, evaluations, etc.) while working on improving dialogue between
state authorities and communities.
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Our Words Library (OWL): School WASH:
Successfully conclude the Our Words Library Successfully conclude current school WASH
(OWL) project (due to end in December 2016). projects, reaching 10 schools/communities
Conduct a comprehensive and participatory with water points, latrines, health & hygiene
endline evaluation. Carry out lessons learned/ promotion and handwashing stations
information sharing activities with key Finalise plans for the next phase of the school
stakeholders WASH/Rehab/Construction project (including
Finalise plans for the next phase of the project expansion into Sinoe County, as per Jan-Feb
and secure funding, with a preferred start 2016 Needs Assessment findings) and actively
date of January 2017. fundraise for the project (with a preferred
start date of July 2017).
Vocational Training Programme

(VTP): School construction:
Successfully launch and implement the school
Successfully implement vocational, literacy/
construction project (starting July 2016).
numeracy, life skills, and business skills
Construct one school by the end of 2016.
training for vulnerable women through nine
outreach centres in Rivercess
Successfully train and support graduates to
establish VSLAs
Successfully implement one cycle of technical
training for youth (male and female) in
carpentry, mechanics and masonry at the
vocational training centre in Cestos (Jun 2016
May 2017)
Finalise plans for the next phase of the project
and secure funding, with a preferred start
date of July 2017.
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Sierra Leone
Sierra Leones 2014/15 Ebola outbreak halted the considerable progress being made in rebuilding an
education system and economy decimated by years of civil war. Thousands of children are registered as having
lost one or both of their parents/primary caregivers to the virus. Schools were closed for nine months and
after they reopened access to quality education suffered.
In the face of this extremely volatile situation, we redoubled our commitment to our work with local partners
FAWE-Sierra Leone and WESOFOD. Together, we have continued to ensure that those who might otherwise
be discriminated against because of poverty, geography, gender or disability are given the life-changing chance
of a primary school education.
Summary of achievements against targets 2015/16:

Target 1: Implement the Delivering Quality and Inclusive Primary
Education Project.
Achievements This projects strategy was revised to incorporate significant changes in educational
priorities in the wake of Ebola. Particular attention was paid to new government
directives and school opening protocols, as well as the findings from the Household
and Childrens Voices Survey that we conducted in early 2015.
Having secured full funding for the project, it is now being successfully implemented
in 18 schools. Our overarching goal is to equip schools and communities with the
skills, knowledge and structures to deliver a quality, inclusive education for their
primary-age children. Project activities included:
Setting up Radio Learning Clubs and Health Clubs in 18 schools (target was 18).
The Radio Learning Clubs have proven to be an effective method of improving
the quality of learning and making education more participatory for children.
Schools health clubs have improved childrens knowledge on health and hygiene
practices and provided psycho-social support in the wake of Ebola
We implemented key Ebola response activities (aligned with government school
reopening protocols) to help ensure the safety of over 6,431 children without
these activities, schools would not have been allowed to reopen.
Learning was applied from this and past projects, as well as participatory strategic
planning sessions with our partners in Sierra Leone, to the design of a new primary
education project for 2016-2019. This was incorporated into an EU concept note,
which was unfortunately unsuccessful. Fundraising is on-going.
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Target 2: Strengthen and expand our work to support the education

and wellbeing of children with disabilities.
Achievements We worked with local partner WESOFOD, to complete the construction, opening
and management of a Residential Rehabilitation Centre (RRC) for children and young
people with disabilities in Kambia District. As well as providing financial support,
our role focussed on developing and supporting WESOFODs project management
capacities.
We also worked with WESOFOD to develop care plans for children under their care
at the RRC. They now have rigorous gate-keeping and child protection policies and
procedures in place. Progress is being made in developing a five-year business
plan to identify income generation activities. These will pay for the RRC to be run
independently of any outside support.
We have secured partial funding for the two-year Breaking Structural Barriers
Project, the aims of which are to:
Improve teaching practice to cater to the needs of children with disabilities,
including effective classroom management
Change discriminatory, negative community-level attitudes and behaviour toward
disability
Increase the proportion of children with disabilities enrolled and effectively
learning in schools.
We have a significant proposal in the pipeline.
Target 3: Develop Children in Crisiss Regional West Africa Strategy

2015-2019.
Achievements Following a thorough feasibility study, a regional west Africa strategy, encompassing
our work in both Liberia and Sierra Leone has been developed. The timeline
however has changed to 2016-2020. The regional strategy, amongst others, will
focus on:
Expanding target groups to include; young people, young girls and mothers, the
most vulnerable such as children with disabilities, people with disabilities and
parents of children with disabilities
Expanding the scope of our education projects to include health and nutrition
Recognising the legacy of Ebola, support school and community WASH
infrastructure
Promoting child/youth participation in programme development (community
assessments, evaluations, etc.) while working on improving dialogue between
state authorities and communities.
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Inclusive Quality Education: WESOFOD:
Successfully conclude the Inclusive Quality Support WESOFOD in the effective running
Education project (due to end in August 2016). of the RRC (support costs have been secured
Conduct a comprehensive and participatory until December 2017). Continue working with
endline evaluation. Carry out lessons learned/ WESOFOD to develop income generation
information sharing activities with key activities (IGAs) to ultimately pay for the RRC
stakeholders running costs. Develop physiotherapy services
Finalise plans for the next phase of our at the centre
primary education work in Sierra Leone, with Secure funding for and launch the Breaking
a potential needs assessment/expansion into Structural Barriers project, focussing on
new districts. breaking down barriers to education for
children with disabilities in Kambia.
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Womens empowerment
All people living in remote and conflict-affected and focus their life ambitions first and foremost
areas endure levels of anxiety and hardship on being a wife and a mother, preferably while
that we would find hard to imagine. Women still a teenager. They are disadvantaged by
bear the additional burden of discrimination, social norms that condone their subjugation
domination and abuse. But with rights and in all sorts of ways including through physical
opportunities, women can become powerful violence. They continue to be affected by the
leaders of positive change. horrific legacy of a decade-long conflict in
which sexual violence was used extensively as
Photographs of the women we meet show a weapon to humiliate, control and ruin lives.
strength and pride. But spend time with Those who are lucky enough to get a good
them and the rawness and injustice of gender education and find themselves among the small
inequality hits deep and hard. The human minority of the formally employed, are more
capability and drive to improve your own life often than not crippled by a lack of self-confidence
and those of your children is blocked daily by the and self-belief and a reflexive submissiveness to
humiliation, abuse and disrespect engendered male colleagues/men in general.
for being born female. Moved by what she was
seeing on the high plateau of South Kivu, Thea, Empowerment is something that comes from
Children in Crisis Programme Manager in DR within. It is not something we can give or do
Congo wrote: to the women we encounter. But women are
telling us what helps and are surprising us with
Women are disadvantaged by their lack of what they value the most. The capacity to save
education, by the paucity of life opportunities and manage money in the company of other
that come their way and by the deeply women has been strikingly popular and by global
patriarchal society that teaches them from the standards very effective, in both Afghanistan
moment they can talk to be humble and servile and DR Congo.
Photos taken by: James Hickman,

Children in Crisis Trust &
Statutory Fundraiser
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Mushegereza VSLA has an all-female
management committee. More than 70%
of members in our 48 VSLAs are women.
Mike Tinney/Children in Crisis 2016
Village savings and loans associations

(VSLAs) in DR Congo
In the absence of banks, post office or other basic Our achievements
infrastructure, VSLAs have been instrumental
in enabling isolated and self-sufficient Plateau
in DR Congo in
communities in South Kivu, to raise family living 2015/16:
standards. Thanks to the carefully saved money,
We established 48 VSLAs with 1,913
health costs are more easily covered; children are
members (1,521 women and 392
in school more regularly, are better clothed and less
men). VSLA members saw a 47%
likely to go hungry. Moreover, women (who make up
average return on the investment
more than 70% of the 705 VSLA members) have seen
they made. For every 1 saved,
impressive gains in their social status, participation
members received a 1.47 share-out.
in community decision-making and value within
More than 70% of VSLA members
the household.
were women
Our Pamoja (Kiswahili for together) VSLA project VSLAs resulted in more children
in the remote Plateau area of South Kivu, DR Congo, going to school. 96% of boys and
started in April 2014. It consists in helping set up and 88% of girls from VSLA households
providing support to groups of 20-30 community were in school, compared to
members to save regularly together and then access 85% and 63% of boys and girls
loans from these savings. respectively from non-VSLA
Pamoja builds on what families are already households
earning and saving, and brings in knowledge and VSLA members stressed how
problem solving that create a step-change in their the groups have contributed to
effectiveness. The uniqueness of this partnership improved social cohesion, intra
approach is that it makes changes long lasting and and intercommunity solidarity,
community owned. peaceful conflict resolution, social
reintegration and mutual respect.
Men used to think of us as children The significance of this cannot be
understated: peace is fragile on
who were incapable of managing money
the Plateau and Pamoja seems to
and assets. Now they have seen that we are be providing a neutral platform for
able to better manage what we have and people from all communities to
that we think of the future. come together for individual and
collective gain.
Mrs Francine Nyarukundo,
Kitembe VSLA member.
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Womens education,
training & banking
in Afghanistan
Under the Taliban, nine in ten women in

Afghanistan went without any form of education.
Some were married off too young, written off for
life. At Children in Crisis, the education of out-of-
school girls is our priority, particularly in hard-to-
reach areas where poverty and displacement are
the harsh reality.
The trust and respect that we build within
communities in Afghanistan enables us to
advocate for their daughters education. On a
more practical level, the savings groups that are
run from our education centres give women
access to credit and the chance to earn and save.
This stops families having to send their children
out to work or, especially for girls, being married
at a very young age. Instead, they can go to
school, have a chance to learn and chase
lifes opportunities.
The literacy and tailoring classes that we hold
for women dont only enable them to read and
write for the first time, or just give them financial
independence. They offer a rare chance to leave
the home and socialise an opportunity that
shouldnt be underestimated.
Our achievements in
2015/16:
330 women were provided with basic
literacy and numeracy training and are
now able to read and write.
100 women completed a six-month tailoring
course and 40 women were supported to
Karima attended tailoring classes at develop financial management skills and
one of our education centres in 2015. economic independence through savings
Since graduating she has established and loans groups.
a home-run business, tailoring for
women in her community.
Photo taken by: Peter Simms, Children in Crisis
Programme Manager.
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Photo taken by:
ResoluteSupportMedia
Protecting forgotten
children
It is remarkable and inspirational, how with affords and physically keeping them away from
support, care and protection, children who have recruitment into armed groups or radicalisation.
everything working against them can develop
the inner strength to succeed. A few lucky ones
may bubble up through poor-quality education Juvenile justice in
systems, chaotic government and society, and
thrive. But a life of loneliness, abandonment
Afghanistan
and abuse is a burden few children escape. In Afghanistan, children in conflict with the
law are a highly vulnerable, forgotten (ignored)
Children have a right to strong, safe and loving group. The juvenile justice system is under-
relationships. They have a right to live free from supported and often corrupt. Children face long
violence, exploitation, humiliation and abuse. periods of pre-trial detention without knowing
They have a right to be respected and protected their rights, or even what they have been
as children. At Children in Crisis we recognise accused of. Parents are often unable to help
these fundamental rights as being a critical as they havent been informed of their childs
complement to a childs quality education and arrest. Even moral crimes such as texting a child
unique development. of the opposite sex can plunge young boys into a
This rights-based approach can manifest itself terrifying adult-oriented justice system.
in many different ways within our work. It may Our juvenile justice project in Afghanistan is
mean working with teachers to stop corporal helping to develop a child-based and rights-based
punishment and to instead apply positive approach to juvenile justice. An expert team of
discipline. It can mean advocating within social workers and teachers work directly with
communities to stop child marriage or end child detained children, upholding their legal rights
labour. It may also involve providing parents with and delivering education, vocational training
literacy so that they can oversee their childrens and psychological support throughout their
homework and encourage success in school. It incarceration. Upon release, we support childrens
often means giving children a voice in decisions successful reintegration back into normal family
that affect their lives. life, a hugely important step being their
But it also means looking out for extremely re-enrolment into school. We work closely with
vulnerable, forgotten children those living with police, judges and prosecutors, delivering much
disability for example, or refugee children. For needed training on Afghanistans juvenile code
refugees, a school can be a safe place, giving and advocating for alternatives to detention.
them all of the protection that knowledge
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In 2015/16:
We are sector experts on juvenile justice in Afghanistan and are contributing to real and
significant change.
The legal aid that we piloted for vulnerable children in Ghazni province proved to be extremely
beneficial. The legal representation and advice from a juvenile lawyer lead to more proportionate
sentencing of children in conflict with the law
Providing coaching and mentoring to government social workers in the completion of social
inquiry reports (SIRs) improved the case-management of children in conflict with the law. We held
249 training sessions (91 in Kabul and 158 in Ghazni). 263 SIRs were completed (208 in Kabul and
45 in Ghazni). The SIRs help achieve more proportionate sentencing
798 children (100%) at Kabuls juvenile rehabilitation centre attended our vocational training and
academic classes comprising IT, Arts, English, Literacy and mixed (curriculum based) subjects
We supported families to maintain access
and communication with their children The juveniles who start at the JRC
at Kabuls juvenile rehabilitation centre
[juvenile rehabilitation centre] are not
and provided case-management support.
There was a nine- fold increase in family the same as the students who leave it.
contacts. 73 children were successfully They are not dangerous, and dont need
reintegrated with their families (40 in to be treated as such. Many of them are
Kabul and 32 in Ghazni). bright and talented individuals.
They leave with bright futures,
rather than blighted futures.
A Children in Crisis teacher
A member of our social worker

team, working within Kabuls
juvenile rehabilitation centre.
Photo taken by: Peter Simms,
Children in Crisis Programme Manager
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Pascal, Ernest and Tresor fled
to DR Congo alone, without
their families. They now share
a shelter in Lusenda refugee
camp. We met them through
our project supporting refugee
secondary school education.
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The drama clubs we run in Lusenda secondary
schools help young refugees make sense of
the situation they find themselves in.
Emergency education Our achievements in

for Burundian child 2015/16:
refugees in DR Congo This is why we have been working to support
six refugee secondary schools:
Supplied much-needed teaching and

Escalating political violence in Burundi has learning materials to accommodate
forced more than 260,000 refugees to flee into increased enrolment
neighbouring countries. The Lusenda refugee Provided 1,059 school kits and uniforms
camp in DR Congo is home to more than 18,000 responding to the very real needs of these
Burundians. Whilst those local Congolese young Burundians who have fled, literally
primary hosting Burundian children receive with the clothes on their back
assistance from other NGOs, secondary schools
Applied our extensive pedagogical
have so far been neglected. It is imperative to
expertise to provide training to 50
Children in Crisis that secondary school-aged
Congolese teachers and six Head Teachers
refugee children are not forgotten for two very
from the host schools, helping them
clear reasons:
respond to a rapidly-changing environment
1. At a time when young people are facing the that the refugee crisis has brought.
toughest of times, uprooted from friends and Established drama clubs for refugee and
family, going to school and maintaining their non-refugees alike, helping young people
education provides some precious normality to express themselves and make sense of
and stability in their lives the situation they find themselves in.
2. In refugee situations, as has sadly been played
out time and time again, young people are far Our on-going challenge is to draw the
more vulnerable to abuse and exploitation; international communitys attention
the risk of recruitment into militias is a very to the deplorable state of secondary
real one, and girls in particular are at greater schooling. To show how the provision of
risk of sexual violence. The protective function improved schooling can help to reduce the
that going to school plays in such situations vulnerability and exploitation of youth by
cannot be understated. armed groups and other negative influences.
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Partnership
People who are distant from any support, government or otherwise, have survived for years through
their own efforts and merits. But a well- negotiated partnership with remote communities can both
strengthen self-reliance and provide resources for a step-change in education.
Long-lasting change comes from the patient building up of partnerships: between Children and Crisis,
local organisations, communities, families, and supporters. Or, between and within communities.
Partnership is about respect and about cooperating to achieve mutual interests. It is about give and take,
about sharing burdens and ups and downs. Sometimes we refer to this as giving a hand-up not a hand
out. But whatever we call it, nothing happens and nothing lasts if people dont work together.
School building on the Plateau, South Kivu

In the Plateau region of South Kivu in DR Congo the majority of state primary schools across the region
are run-down, dark and dangerous casualties of DR Congos long and bloody civil war. Some parts of
the Plateau are more than a days walk from the nearest road.
It is in this context that, alongside our Congolese partner, EMI (Eben-Ezer Ministry International) we have
built 18 schools. Each one has been possible to build, only thanks to incredibly strong partnerships.
Children in Crisis Programme Manager,

Amy Parker (right), with a village savings
and loans member, DR Congo.
Photo taken by: Koy Thomson, Children in Crisis CEO
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Women gather foundation stones for their
childrens new school, Bibangwa, DR Congo.
Photo taken by: Marcel Rukema, EMI
(Children in Crisis partner organisation)
In the construction of Plateau schools, Children in Crisis and EMI organise the whole process, bring
architects, train teachers, and find generous donor partners to fund the school. But the communities
contribute and sacrifice a great deal too providing labour, local materials, and teams to carry girders
and cement, often for hours across steep roadless mountains. Our schools must also reflect a partnership
between sometimes conflicting ethnic groups to build and manage a school together, and to include
everyone, particularly girls and disadvantaged households. The final link is to draw the government into
the partnership, which can mean travelling hundreds of miles to get the schools officially recognised and
teachers paid. Partnership therefore is the key to peace and long-lasting change.
Our achievements in 2015/16:

This year we completed the construction and rehabilitation of three primary schools:
Kitembe, Bushokwe and Matunda. These schools have become an improved learning
environment for over 450 children.
The impact that building these new schools has cannot be understated: not only children are
better protected and happier, the good-quality buildings mean that teacher are better able to
teach, that resources will last longer and that the whole school community will work together
to maintain and protect the school.
A second three-year school building programme has been developed for 2016-2019, with
three schools being built per year. The programme will focus on reducing environmental
impact and incorporating a vocational training component. Funding is currently being sought.
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Francoise Narakundo and James Nsabinkunda, parents
of Kitembe children and members of the committee
which helped build their new school.
Photo taken by: Thea Lacey, Children in Crisis Programme Manager
T he parents who built a school
Kitembe Primary School opened in early 2016. People from four different tribes were
Francoise Narakundo and James Nsabinkunda represented on the committee and we had to
are both parents of children at the school and learn how to work with one another, something
were members of the Community that we are not used to doing. But because
Construction Committee. we were all interested in the common goal
of a better school for our children, we found
James (whos now president of Kitembes PTA) ways to overcome our differences. I think
remembers how happy he was when he heard relations between the different tribes in this
that Children in Crisi and EMI had proposed to community have grown stronger as a result of
rebuild the school: this experience.
The old school was not a good building. The James is confident that the community and
classrooms were very narrow. It was very cold its PTA will take very good care of the new
inside because of the wind, and rain came school buildings:
in through the roof. The walls were so thin
you could hear everything going on in the We have built this school together so we all
classroom next door which made it difficult to have an interest in making sure it stays in the
concentrate. state it is in now.
The Community Construction Committee had Both James and Francoise would be very keen to
thirteen members, nine men and four women. volunteer in similar community projects in the
According to Francoise, being part of the future. Francoise said, It would be a joy to be
committee has been a valuable experience, but part of a committee like this again.
also came with challenges:
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A game of hide and seek outside
Kitembes new school.
Photo taken by: Sarah Rowse, Children
in Crisis Director of Programmes
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Students under the care of our
Sierra Leonean partners WESOFOD
on their way to school.
Photo taken by: Koy Thomson,
Children in Crisis CEO
Quality and inclusive

education
Once you have made schools sufficiently There are many elements to a quality education,
functional to get children attending them, the but over time, at Children in Crisis we have come
temptation to rest is strong. But the point in to focus on the safety of the school environment,
the first place was to make a meaningful impact building accountable and ethical leadership,
on these childrens lives and life opportunities. effective teacher training, literacy and a culture
They must learn, and that means not getting of inclusion.
just any old education, but getting a quality one.
We have described our eight years of experience
developing quality teacher training and teacher
Quality support networks in DR Congo elsewhere in
this report , as well as training headteachers in
When war lays schools and education systems to leadership and ethics. In this section we look at
waste, it can take decades to rebuild. For most literacy and inclusivity as important elements of
parents education cannot wait. The impulse quality education.
to see a better future for their children drives
In Liberia literacy and numeracy is a commonly
communities to create schools from sticks
used indicator of the quality of education, and for
and mud, and teachers for the barely but best
good reason: many Liberian children are unable to
educated young men and women in the village.
read and write after four years of schooling.
That impulse for change is the foundation
upon which we can build partnerships with the In Sierra Leone we are driven by the belief that
community and share the burden to create a a school that has the capability to teach children
school and teaching that functions. But access to of all abilities is by definition providing quality
education alone is not sufficient. Children must education: inclusivity is quality.
be able to learn and have an opportunity to progress
through school. The quality of education matters.
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Our Words Library I am excited that I can now read the
innovation in literacy story clearly by myself; what I really like
about the reading exercise is that we are
For many children in Rivercess County, Liberia, reading stories written from own villages
primary school represents their one and only and using Bassa names. It makes it a
chance to learn to read and write. In the Our little easier and interesting for us.
Words Libraries (OWLs) we have one of our most
Mardeah, 14, Siahn Public School
exciting literacy projects. Our starting point was
Photo taken by: Rufus Mandein, FAWE
an absence of reading materials or any creative (our Liberian partner organisation).
literacy activities that would engage children. At
the same time there exists a joyous culture of
local characters and storytelling. Could we place
children at the forefront of a literacy project that Our achievements
would engage all generations, safeguard these
stories for the future and provide a library of in 2015/16:
reading materials that would stimulate children In the wake of the Ebola outbreak, we have
to learn to read more effectively? successfully delivered all activities, despite
OWL has already filled 30 primary schools with persistent disruptions and changes to
long-lasting, laminated reading libraries. These the academic calendar. We have adapted
stories are created by children (through story- the project to better respond to the
making theatre sessions), community elders governments school reopening protocols
and Liberian writers. They are engaging and and supported over 5,000 children from
familiar, reflecting local traditions and history in 30 schools to resume their education.
Rivercess. The teachers that we train use these We have trained 81 teachers and
materials at the heart of child-centred lessons. head teachers and 300 parent teacher
Those teachers who receive additional training association members to support childrens
to become literacy specialists, act as literacy education, leading to an improved
champions in schools and communities, leading teachers motivation and fewer children
extra-curricular activities such as reading clubs dropping out of school.
and spelling competitions
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Inclusive is quality education
Children have a right to be educated whatever their abilities and background. An inclusive education
embraces all children, particularly those who are in danger of being left out and marginalised. As an
approach, inclusive education seeks to tackle the barriers to education and support all children to
learn whether the reasons for exclusion are due to ability, disability, gender, race, ethnicity, religion or
socio-economic status. At Children in Crisis, we have had many years of experience training unqualified
and untrained teachers in child-focused learning techniques, positive discipline and issues of exclusion.
Even when the classroom appears packed, we ask who is not here, who is being left out? Increasingly
our focus is on the particular educational barriers faced by disabled children.
For us, a school that is inclusive is by definition an effective school. An inclusive school encourages
families and the community to support all children to thrive in school and challenges the prejudices and
beliefs that keep some children out. It makes the changes necessary in the school infrastructure. It has
teachers with the capability to support children as individuals, no matter what their level. This is as much
a definition of quality as ensuring that pupils can read, write and pass exams.
Breaking structural barriers

WESOFOD is an important partner for Children in Crisis in Sierra Leone. It is an informed, inspirational
and passionate membership organisation run by the disabled for the disabled. With over 350 members,
WESOFODs mandate is to support children with disabilities and specifically those children that are out
of school. Their work includes advocating for the rights of disabled people, making schools accessible,
and vocational training. In chronic cases they provide accommodation and cover the education costs of
disabled children.
WESOFOD has an inclusion strategy which tackles both physical and social barriers to education, called
Breaking Structural Barriers. It provides a balance of in-school involvement with teachers, structural
changes to the school, attitudinal change, and parental and community involvement in supporting
disabled childrens educational rights. Structural changes to homes and provision of personal mobility
aids allows children to move freely, whereas previously they were trapped at home.
Our achievements in 2015/16:

With our sister organisation, Children in Crisis Italy, we constructed a new focal point for disability
leadership and change. Known as the Residential Rehabilitation Centre (RRC), it provides a safe
and secure home for children with disabilities who have been abandoned or orphaned at the
RRC, and a space for physiotherapy services for children and people with disabilities, as well as
other community members. Thirteen children currently live there and are supported to excel in
education and serve as examples of the equal potential within every child.
The power and symbolism of the RRC has attracted the engagement of local authorities and
education leaders. It is a stepping stone towards seeing children with disabilities getting the care
and support they are entitled to, within their homes and communities. In partnership, WESOFOD
and Children in Crisis aim to deepen the Breaking Structural Barriers programme with inclusive
teacher training, increased technical expertise to address a broad range of impairments, and
continue to change discriminatory and negative community level attitudes and behaviours
towards disability.
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Our Sierra Leonean partners WESOFOD have
an inclusion strategy which tackles both
physical and social barriers to education.
Photo taken by: Koy Thomson, Children in Crisis CEO
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My name is Mary
I am a girl.
I am 13 years old.
I have a disability.
Polio affected one of my feet, the right.

I now use crutches and a PET (personal
energy transport) to move around. This
disability limits my movement. I fall down
very often. I cannot run and play with my
friends as I would want to. It makes me
different from others.
I came from Port Loko District but now live
with WESOFOD.
My mother abandoned me. I wish she would
come around one day and see how I have
grown up.
School is hope for me. I like school very
much. I always come first in class. I like all
the subjects except Maths. I like school
because it is there that I meet my friends.
Every year I make new friends. They enjoy
pushing me around [on my PET]. They enjoy
the pushing and I enjoy the ride.
The things I do not like about school is that
sometimes I am provoked. Children call me
names like Mary polio. Before WESOFOD
made the ramps and (disabled access) toilet
in our school, it was a problem getting into
my class. For the toilet, it was not possible.
Either I use the toilet at home, or go to a
nearby bush.
Another thing I do not like about school is
that the teachers do not allow us to take
part in school activities like games and sport
or cleaning. They never try us. They make us
lazy. This makes others feel we are different.
I lived at the old childrens home run
School is hope for me by WESOFOD, with other children with
Photo taken by: Robert Benham/
disability. There is a caregiver that looks
Laura Colgan, Children in Crisis after us. We were too many in the room, we
fundraisers shared everything. Food, and even the beds.
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Mary's old home.
Below: Mary and her WESOFOD family outside
their new home, about to head off to school.
Photos taken by: Koy Thomson, Children in Crisis CEO
There were just three bedrooms in this home, water, a toilet right in my room, a bed of my
one for girls, one for boys and one for ownall of these things really make me happy.
the caregiver.
Ebola affected me so much. I lost a whole year of
The new RRC (Residential and Rehabilitation school. It brought lots of fear in me. Others are
Centre) is going to be the best home for us. Look also afraid of me. I do not get the support and
at where we were living. Every morning I had to friendship I used to get. Even in school we are
fetch water, we waited turns to use the toilet, the not allowed to play as we used to. We live close
place was cold, there wasnt not enough space to the Treatment Centre. Every day people were
to play. I like everything about the RRC, the study brought in and taken out for burial. It is sad to
room, the physio services, dining room, running see people die like that.
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Girls taking part in an accelerated
learning class in Kabul.
Photo taken by: Anne Leinonen,
Children in Crisis volunteer
A second chance to learn

Afghanistan
64% of 15-24 year olds have not completed conservative (and wary) communities.
primary education in Afghanistan. Amongst Through our community based education
the poorest, nearly 60% of primary school age centres (CBECs), we deliver a full primary
children are out of school. Children have been education to children in Kabuls poorest districts.
violently driven from education by decades Long experience of listening to the needs of
of war. For some, years of disruption and communities helps us build relationships of trust,
displacement mean that when they do settle mutual respect and collaboration.
they are too old to enter the government
Our accelerated learning approach enables
primary schools and too uneducated to
children to get a full primary education in only
access secondary schools. Without help their
three years. The learning that they receive
education is finished before it even begins.
is not just a few years of schooling; it is a
They desperately need a second chance to get
foundation that can help them explore their full
back into the school system.
potential and get better opportunities in the
Creating second chances is easier said than future. Education is a form of protection, in the
done. The idea is to reach the most vulnerable immediate term, through the safe and caring
children and accelerate their learning so that environment of a classroom, and in the longer
they catch up to the standard of their age group. term, through the opportunities that may arise.
But the children most in need of a second chance This is very important, particularly for Afghan
are often those living in the most isolated, girls who are often denied access to this basic
yet crucial human right.
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Opening a CBEC is a process that needs the
involvement and trust of the community.
We work with committed communities that
Our achievements
truly want a better chance for the future. in 2015/16:
Commitment works both ways, and so we will
always look beyond our CBECs for any new
This year:
ways in which we can support the communities. we opened three CBECs in Wazir Abad,
This year we innovated connecting with local Rishkhor and Bala o Ashkar.
schools and providing teacher training so that 760 children came through our coaching
the educational changes we introduce will be and accelerated learning classes.
sustained into the future. We identified the
277 graduated from our centres and
needs for assistance with pre-primary age
enrolled into secondary school.
children and held meetings with students
parents to discuss and raise awareness on
the importance of child rights. During these
meetings, parents received information on
non-physical forms of discipline and committed Many of the boys attending our CBECs are
themselves to dealing with misbehaviour in a street workers.
Photo taken by: Peter Simms, Children in Crisis
more constructive way. They understood that
Programme Manager
violence is not the best solution to misbehaviour.
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Liberia
War in Liberia robbed girls of their education.
Now as young women, their second chance is
an education to help them earn a living and
increase their social status. Women in rural
communities are extremely vulnerable and
face high levels of discrimination: gender-
based violence, female genital mutilation,
high illiteracy rates compared to their male
counterparts and high maternal mortality rates.
Through our Vocational Training Programme

Our achievements in
(VTP), we empower Liberian women in rural 2015/16:
communities to improve their livelihoods and
create a better life for themselves and their This year:
children. Our vocational training centre in Cestos, 231 women enrolled in our VTP and
Rivercess, holds classes for women in soap- 245 graduated, following a six month
making, pastry, literacy, numeracy, life-skills and training course.
small business training.
We launched several new temporary
These classes contribute greatly to womens outreach centres enabling us to reach
empowerment and provide critical skills for life. women in the remotest parts of the country.
From setting up their own businesses, to voting, Our graduates received business start-up kits
reading medicine bottles and helping children and regular follow-up visits from our local
with their homework vocational skills coupled Liberian partner (FAWE) helping them to
with basic literacy and numeracy have life- establish and maintain their businesses.
changing benefits for women and their families.
Pastry students at one of our new

outreach vocational training centres.
Photo taken by: FAWE,
Children in Crisis Partner
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Palwasha with her classmates, teacher
and Children in Crisis Afghanistan staff.
Photos taken by: Peter Simms,
Children in Crisis Programme Manager
My name is Palwasha
I am 10 years old and I live with my two brothers and three sisters in Kabul. Im the second one in from
the right in this photo. I used to live in Kapisa province, but we had to leave six months ago when the
Taliban came. I watched them burn down our home. There was nothing left. When we left Kapisa my
father had to move to Iran to find work. He used to fix televisions but I dont know what he does now.
I used to go to school when we lived in Kapisa, but not for long. When the Taliban came back they
closed all of the schools down. Since we moved to Kabul I stay at home and clean the dishes.
Palwasha is now a student at one of our emergency education centres in Kabul, where shes receiving
a free, quality, primary education which she will complete in just three years.
Peter Simms, our Programme Manager who interviewed Palwasha was struck by her spirit, saying that
she has genuine resilience. She steered their conversation, telling Pete to ask your question!
when he was apologetically explaining that it was okay if she didnt want to answer any of them.
Now that Palwashas studying shes turned her eyes to the future. She dreams of being a police officer
to bring safety to the people, but did express one worry that she wont get much holiday leave!
Outside Palwashas CBEC. Palwashas classroom.
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Our future plans

2016/17 is the first year of the new strategy. Over the next five years we aim to double the number of
children that we reach and deepen the impact and sustainability of or interventions.
We will continue to seek out the hidden children that other organisations are not responding to,
and combine education, child protection and development, dignity-building, and income generation
interventions relevant to local contexts.
We know our capability is such that with additional funding and some smart changes in our approaches,
models and partnerships we can do so much more. We will build on monitoring, evaluation and learning
in Sierra Leone and Liberia and set new directions in both of these countries, with the need to reach
forgotten or hidden children at the front of our minds. We hope to respond to a growing need amongst
secondary school age children in the Lusenda refugee camps (DR Congo), and displaced people in
Afghanistan through our European Humanitarian partnership (ECHO). In Afghanistan a currently strong
and impactful programme will need to secure significant multi-year funding, if we are to continue our
success in juvenile justice and accelerated learning for displaced peoples. To this end we will invest in
new trust and foundation markets in the US and the Middle East. We will continue to develop a more
satisfying and rewarding relationship for our long term donors and attract new donors.
To back this all up we will be strengthening management controls, investing in growth and change,
improving our governance and building the Board of Trustees
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Fundraising review
Children in Crisis has a diversified income base. We raise money in many different ways from many
different sources. This helps safeguard our work because our overall income is less at risk if one income
source fails. We aim to be more cost effective by finding ways to simplify our fundraising programme.
To do this we must consistently invest in income sources that are showing potential and which can be
maintained efficiently.
This year we have been laying the foundations to raise more unrestricted income money that is not
tied to one particular project. This will allow us to be much more flexible in our funding more able to
make quick decisions and to respond to rapidly changing situations.
There were no one-off major fundraising events in 2016 (2015, 0.9m unrestricted income generated)
with the result that events costs were only 0.1m in 2016 (2015, 0.25m). This has led to a reduction
in our fundraising costs in 2016 by 9%. We will continue to reduce costs and improve fundraising ratios
over the next three years. We established and registered International CiC Foundation in the USA in
2016. Major donor costs are expected to reduce in 2016/17 due to the appointment of in-house staff
rather than using consultants. The payback period for our investment on in-house major donor staff will
come a little later than previously envisaged but we have started seeing the benefits.
The main fundraising investments were in:

Research and testing into building higher quality relationships with people who donate to us
regularly, this would help Children in Crisis satisfy sector-wide ethical concerns, make supporters
happier with their impacts, and strengthen our accountability to regular supporters.
Relationships they are at the core of all our work those with our partner communities and those
with the supporters who fund our work. In fundraising we want to relate to our donors in an honest,
personal and respectful way enabling them to support us in ways that suit them. We want to listen
more and to bring our donors closer to our work.
Institutional fundraising to help programmes move to scale. We were awarded a Framework
Partnership Agreement (FPA) with DG ECHO, European Commission. This will enable us to bid for
major humanitarian funds for Education in Emergencies.
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F inancial review
Financial highlights
2016 Income: 2,626k
Statutory Grants, 24% Trusts & Foundations,

34%
Events income, 8%
Donations & Legacies, 33%
2016 Total programme expenditure: 1,929k
Other Programmes, 1%
Sierra Leone, 21% Liberia, 31%
Afghanistan, 21%
DRC, 26%
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Financial review
Children in Crisis operates on a three-year business cycle which is aligned to our overseas development
projects. Statutory funding and our fundraising events calendar is also cyclical. Both of these factors
mean that our year-on-year finances can vary significantly depending on where we are in the cycle.
For the financial year ending 31st March 2016, we are pleased to report a surplus of 52k (2015: 679k)
which was in line with our budgets. Income for the year was 2.6m, reflecting a strong performance
with 0.9m from Trusts and Foundations, 0.8m from Individual Donations and 0.6m from Contracts
(a significant contract was received just before the year-end to support the continuation of our work in
DR Congo). Income has decreased, as planned, by 15% from 2014/15 as the result of the one-off special
event held in October 2015.
Expenditure for the year was 2.6m in comparison to 2.4m in 2015 reflecting an increased spend
within programmes as our work in Liberia and Sierra Leone got back on track following the Ebola crisis.
Fundraising costs decreased by 0.05m as a result of there not being a large one-off fundraising event in
2015/16.
The balance sheet as at year-end was strong with net assets of 1.8m, marginally higher than the
previous year. Cash balances remained healthy at 1.5m and debtors were significantly higher at 0.3m
mainly due to outstanding Comic Relief payments which were settled in April 2016.
As a result of future funding for programmes being received, the restricted reserves are particularly high
at year-end at 0.9m in comparison to 0.7m in the previous year. Free reserves have decreased to
0.5m, this remains within the free reserves policy. Of the 0.4m funds designated in 2015, only 10k
was spent due to there being a strategic growth plan over the coming two years which requires these
designated funds being used in full.
Investments
Children in Crisis may invest amounts not immediately required for the above objectives in such
investments, securities or property as may be thought fit, subject nevertheless to such conditions and
such consents as may for the time being be imposed or required by law.
The Trustees investment policy is to hold cash reserves in special reserve deposits so as to safeguard the
capital value of the reserves and ensure we are able to meet our obligations as they fall due. At year-end,
1.0m was in a 32 days notice deposit account in order to maximise bank interest earned.
We also hold 8k worth of shares in Glaxosmithkline and Pearson that were donated to us.
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Reserves policy
The Trustees review the reserves policy every year, and during 2015/16 the Trustees adopted a risk
based approach to setting the reserves policy. This means that the Trustees have looked at other factors
other than core costs in determining the level of reserves and also made the policy more transparent in
the annual accounts. The previous reserve levels were set based on the charity aiming for adequate free
reserves to fund between three to six months of core costs. The newly-adopted policy specifies that the
range within which the reserves should be based on our business risk profile.
Free reserves are held to mitigate risks resulting from unexpected drops in income, or unexpected short-
term increases in expenditure. For Children in Crisis this includes:
Ensuring continuity in the event of a large variation in income
To spend in Board-approved emergencies
Bridge cash flow problems (programme funding inflows, particularly if we secure large EU grants in
the future)
Foreign exchange risk (sometimes we receive funding in dollars and euros or spend in dollars)
To cover specific liabilities and unforeseen contingencies.
Income streams were categorised as low, medium or high risk to calculate the reserve level required
for covering the event of a risk materialising. Working capital requirement was also factored into the
calculation. This risk-based approach determined that our free reserves should be between 367k and
816k, with the large parameter reflecting the high income volatility that we have historically been
exposed to. Year-end free reserves are 0.53m which is comfortably within our reserve policy range. Free
reserve levels are budgeted to decrease in 2016/17 during the development period of our new strategy
although free reserves will be set to grow over the outer years of our strategy as the charity grows.
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Risks and uncertainties

Risk management
Children in Crisis has a clear Risk Policy which is reviewed annually, of which the following is a summary:
Risk Policy summary

Our mission requires risk taking The strategic choice to work in high-risk environments reflects
our values and operating principles. We focus on hidden and
forgotten children because they are in greatest need. We
recognise that this is challenging, but we do not shy away from
challenge. We believe that the greater gains are to be made
seeking the hardest to reach those unreached by others.
Risk taking is encouraged but In effect our values and operating principles encourage risk
well managed taking to achieve our objectives. But the purpose of the risk
policy is to ensure that risks are encouraged within the context
of rigorous risk management procedures.
Risk management is embedded Risk management is not an isolated process but is embedded
in day to day practice in our day-to-day policies and processes. This gives staff and
trustees the tools and processes to manage risk.
Trustees set the risk appetite Trustees agree the tone and culture of risk appetite within the
organisation, and determine what types and/or levels of risk
are acceptable or not.
Trustees delegate The Trustees delegate the implementation of the Risk Policy
implementation to management and the management of the risk methodology to the Chief
Executive and the Senior Management Team. The methodology
engages trustees throughout the process, so that trustees
can make the required risk statement with reasonable
confidence. Trustees assess and review the effectiveness of the
methodology to identify, evaluate, monitor and manage risk.
The Chief Executive must refer any decisions affecting Children
in Crisiss risk exposure or profile to the Board of Trustees.
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The risks for 2016-17 were agreed in a comprehensive Risk Register which covers all areas of governance,
administration, management and programmes. The main risks are given below:
2016-17 main risks

Risk Description Response
Brexit uncertainty Brexit uncertainty affecting: We will respond with: greater
accessibility to EU contracts, efforts to develop relationships
particularly our recently with other bilateral donors and
negotiated ECHO partnership; foundations (internationally);
delays in UK government aid continuing to develop stronger
decisions which creates gaps in and closer relationships with
funding; fall in the value of the individual givers, and; improved
pound affecting value of received financial control measures.
grants, and; uncertainty affecting
public giving.
Delays in setting new Delayed evaluations of our We will treat this risk as
directions in Sierra education programmes in West an opportunity to develop
Leone and Liberia Africa due to Ebola may result in programmes that respond to
delays in developing and funding highly disadvantaged groups being
new programmes and hence missed by others, and approaches
programme shrinkage. that require our expertise.
Difficulty raising The challenge of securing We will address this by continuing

unrestricted funds unrestricted funds not only limits to invest in relationship focused
our capability to address the direct marketing, a diversity of
issues we see as a priority, but unrestricted funding streams, and
places a limit on large institutional maximising cost recovery.
grants that require match funding.
Board development The Board of Trustees plays such We will carry out a number of
delayed an active role within Children governance reviews, and prioritise
in Crisis that a risk is failing to Board development.
continually nurture, develop and
strengthen the Board.
Competition for Despite highly regarded We will build relationships with

institutional funds programmes and high scoring potential new donors, and seek
Afghanistan funding proposals the limited pool to build attractive consortia and
of funds may result in failure to collaborations to increase the
secure funds for critical work in chance of funding success.
Afghanistan.
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Structure, governance
and management
Structure
Children in Crisis is a company limited by guarantee (no. 2815817), governed by its Memorandum and
Articles of Association dated 30th April 1993 and not having share capital. It registered as a charity with
the Charity Commission on 30th April 1993 (no. 1020488). Members of the Board of Trustees are the
Directors of the company.
Objectives and activities for the public benefit

The objects of the charity are the relief of hardship, distress and sickness of persons in need, particularly
children, in any part of the world, and are governed by its Memorandum and Articles of Association.
All of our activities further our charitable purposes for the public benefit. Trustees use the Charity
Commissions guidance on Public Benefit (Section 17 Charities Act 2011, Section 4 of the Charities Act
2006, and 2013, 2014 general guidance published by the Charity Commission) when reviewing our aims
and objectives and in planning our future activities. In shaping our objectives for the year and planning
our activities, the Trustees have also considered the Charity Commissions guidance on public benefit,
including the guidance public benefit: running a charity (PB2)
Board of Trustees
The Board of Trustees is responsible for the overall governance of Children in Crisis. As set out in
the Memorandum and Articles, trustees retire from office at each Annual General Meeting and are
automatically eligible for re-election. An election is held with trustees required to receive a simple
majority of those present to be elected. Trustees regularly review the skills and experience needed
within the Board, and new trustees are actively searched for and nominated by members of the Board Of
Trustees. New trustees are interviewed by a panel and appointed by a resolution taken by the Trustees.
Trustees generally serve a maximum of two three-year terms. Deborah Helsby completed her term this
year and stood down. Deborah has made a long-lasting and significant contribution to Children in Crisis
over the years, for which the Trustees are deeply appreciative.
When new trustees are appointed they meet staff and are given an introduction to the work of the
Charity and provided with the information they need to fulfil their roles. This includes information about
the role of trustees, governance of the charity, current strategies and plans, the financial position and
charity law. Trustees visit Children in Crisiss overseas work at their own expense.
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Organisation
The Board of Trustees administers the charity. The Board meets five to six times a year. In addition
the Board delegates certain administrative powers to three sub-committees attended by senior staff
and which can be strengthened by expert co-optees. These committees are: the Finance and Audit
Committee, the Fundraising Committee, and the Programme Committee. Because our work takes
place within frequently insecure contexts, an additional committee, the Crisis Management Committee
convenes when required. All committees report to the full Board for ratification of their decisions. This
year the Trustees agreed a new five-year Strategy, a Reserves Policy and a Risk Policy.
The Chief Executive, assisted by three Directors is appointed by the Trustees to manage the day to day
operations of the charity, reporting on the performance against the strategic plans approved by the
Trustees. A strong partnership between trustees and staff is encouraged with trustees deeply involved in
strategic discussions and reviews, and contributing skills directly to operations where appropriate.
Children in Crisis work closely with Children in Crisis Italy in implementing programmes. The Chief
Executive of Children in Crisis is on the Board of Trustees of Children in Crisis Italy. Children in Crisis
Italy raise funds for some of Children in Crisis overseas programmes and implement a drugs and alcohol
education programme in Italy.
Pay policy for senior staff

The pay of the senior and other staff is reviewed annually. Trustees take into consideration the financial
position of the charity, the cost of living and staff performance. Pay scales for all staff including senior
staff are benchmarked against the mid-point pay levels in similar sized charities, using independent
reviews of the sector, and independent professional advice.
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Reference and administrative information

Charity Registration Number: 1020488
Company Registration Number: 02815817
Registered Address and Principal Office: 206-208 Stewarts Road

London SW8 4UB
Founder and Life President: Sarah, Duchess of York

Founder Members and Vice Presidents: G. W. Harding
P. N. Szkiler
O. de Givenchy
M. Olbrich
Trustees: Dr A. Wallersteiner (Chair from November 2015)

A. Haynes (Chair until November 2015)
L. Posocco (Treasurer)
R. Friend
D. Helsby (resigned16 September 2015)
J. Henderson
S. Ling
A. Mitchell
F. Prenn
J. Streets

Chief Executive: C. Thomson
Company Secretary: Joshua Oliech (Appointed 13 May 2016)
Senior Management Team: Sarah Rowse (Director of Programmes)

Christopher Williams (Fundraising & Communication
Director from July 2015)
Joshua Oliech (Director of Finance & Resources from
Jan 2016), John Axon (Interim Director of Finance &
Resources until Jan 2016)
Helen Varma (Interim Fundraising Director to July 2015)
Auditors: Kingston Smith LLP

Chartered Accountants
Devonshire House
60 Goswell Road
London EC1M 7AD
Bankers: Coutts & Company

440 Strand
London WC2R 0QS
Solicitors: Simmons & Simmons

1 Ropemaker Street
London EC2Y 9SS
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Statement of Trustees responsibilities

The Trustees (who are also directors of Children in Crisis for the purposes of company law) are
responsible for preparing the Trustees Report and the financial statements in accordance with
applicable law and United Kingdom Accounting Standards (United Kingdom Generally Accepted
Accounting Practice.)
Company law required trustees to prepare financial statements for each financial year which give a true
and fair view of the state of the affairs of the charitable company and the group and of the incoming
& outgoing resources and application of their resources, including the income and expenditure, of the
charitable group for that period. In preparing these financial statements, the Trustees are required to:
select suitable accounting policies and then apply them consistently;
comply with applicable accounting standards, including FRS 102, subject to any material departures
disclosed and explained in the financial statements;
state whether a Statement of Recommended Practice (SORP) applies and has been followed, subject
to any material departures which are explained in the financial statements;
make judgements and estimates that are reasonable and prudent;
prepare the financial statements on a going concern basis unless it is inappropriate to presume that
the charity will continue in business.
The Trustees are responsible for keeping proper accounting records that disclose with reasonable
accuracy at any time the financial position of the charitable company and enable them to ensure
that the financial statements comply with the Companies Act 2006. They are also responsible for
safeguarding the assets of the charitable company and the group and hence for taking reasonable steps
for the prevention and detection of fraud and other irregularities.
Disclosure of information to auditors

So far as the Trustees are aware, there is no relevant audit information of which the charitys auditors
are unaware. The Trustees have taken all the steps that they ought to have taken as trustees in order to
make themselves aware of any relevant audit information and to establish that the charitys auditors are
aware of that information.
Auditors
Kingston Smith LLP have indicated their willingness to continue in office and in accordance with the
provisions of the Companies Act, it is proposed that they be re-appointed auditors for the ensuing year.
The Trustees report has been prepared in accordance with the special provision of part 15 of the
Companies Act 2006 relating to smaller entities.
On behalf of the Trustees
Anthony Wallersteiner
Chairman
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Report of the Independent Auditors to members of

Children in Crisis
We have audited the financial statements of Children in Crisis for the year ended 31 March 2016 which
comprise the Statement of Financial Activities, the Balance Sheet, the Cash Flow statement and the
related notes. The financial reporting framework that has been applied in their preparation is applicable
law and United Kingdom Accounting Standards (United Kingdom Generally Accepted Accounting
Practice) including FRS 102 The Financial Reporting Standard Applicable in the UK and Ireland.
This report is made solely to the charitable company's members, as a body, in accordance with Chapter
3 Part 16 of the Companies Act 2006. Our audit work has been undertaken for no purpose other than
to draw to the attention of the charitable company's members those matters which we are required
to include in an auditor's report addressed to them. To the fullest extent permitted by law, we do
not accept or assume responsibility to any party other than the charitable company and charitable
company's members as a body, for our audit work, for this report, or for the opinions we have formed.
Respective responsibilities of trustees and auditor

As explained more fully in the Trustees' Responsibilities Statement [set out on page 29], the Trustees
(who are directors of the charitable company for the purposes of company law) are responsible for the
preparation of the financial statements and for being satisfied that they give a true and fair view.
Our responsibility is to audit and express an opinion on the financial statements in accordance with
applicable law and International Standards on Auditing (UK and Ireland). Those standards require us to
comply with the Auditing Practices Board's Ethical Standards for Auditors.
Scope of the audit of the financial statements

An audit involves obtaining evidence about the amounts and disclosures in the financial statements
sufficient to give reasonable assurance that the financial statements are free from material
misstatement, whether caused by fraud or error. This includes an assessment of: whether the accounting
policies are appropriate to the charitable company's circumstances and have been consistently applied
and adequately disclosed; the reasonableness of significant accounting estimates made by the Trustees;
and the overall presentation of the financial statements. In addition we read all the financial and non-
financial information in the Annual Report to identify material inconsistencies with the audited financial
statements and to identify any information that is apparently materially incorrect based on, or materially
inconsistent with, the knowledge acquired by us in the course of performing the audit. If we become aware
of any apparent material misstatements or inconsistencies we consider the implications for our report.
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Opinion on the financial statements

In our opinion the financial statements:
give a true and fair view of the state of the charitable company's affairs as at 31 March 2016 and of its
incoming resources and application of resources, including its income and expenditure, for the year
then ended;
have been properly prepared in accordance with United Kingdom Generally Accepted Accounting
Practice; and
have been properly prepared in accordance with the requirements of the Companies Act 2006.
Opinion on other matters prescribed by the Companies Act 2006

In our opinion the information given in the Trustees' Report for the financial year for which the financial
statements are prepared is consistent with the financial statements.
Matters on which we are required to report by exception

We have nothing to report in respect of the following matters where the Companies Act 2006 requires
us to report to you if, in our opinion
adequate accounting records have not been kept, or returns adequate for our audit have not been
received from branches not visited by us; or
the financial statements are not in agreement with the accounting records and returns; or certain
disclosures of trustees' remuneration specified by law are not made; or
we have not received all the information and explanations we require for our audit: or
the Trustees were not entitled to prepare the financial statements in accordance with the small
companies regime and take advantage of the small companies' exemption in preparing the Trustees'
Report and from preparing a strategic report.
Neil Finlayson (Senior Statutory Auditor) Date:

for and on behalf of Kingston Smith LLP, Statutory Auditor
Devonshire House
60 Goswell Road
London
EC1M 7AD
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Statement of Financial Activities

for the year ended 31st March 2016
(Incorporating Income and Expenditure Account)
Unrestricted Restricted Total Total

Fund Funds 2016 2015
Notes
Income
Donations and Legacies 2
Legacies 94,625 - 94,625 34,476
Donations 658,064 109,623 767,687 775,121
Grants 26,676 877,168 903,844 673,844
Income from Charitable Activities
Contracts for operational
programmes 3 - 629,444 629,444 428,374
Other Income
Event income 4 220,877 1,950 222,827 1,165,214
Investment income 7,977 - 7,977 3,306
Total income 1,008,219 1,618,185 2,626,404 3,080,335
Expenditure on
Raising Funds 5 642,371 - 642,371 708,362
Charitable activities 6-8 506,623 1,422,788 1,929,411 1,694,332
Total 1,148,994 1,422,788 2,571,782 2,402,694
Operating surplus/ (deficit) (140,775) 195,397 54,622 677,641

Net (Losses)/Gains on
investments 12 (2,343) - (2,343) 1,087
Net income (expenditure)

and Net Movement in funds (143,118) 195,397 52,279 678,728
Reconciliation of funds
Total funds brought forward 1,079,225 686,420 1,765,645 1,086,917
Total funds carried forward 936,107 881,817 1,817,924 1,765,645
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Balance Sheet as at 31st March 2016

2016 2016 2015 2015
Notes
Fixed Assets
Tangible assets 11 20,170 1,226
Investments 12 7,911 10,254
28,081 11,480
Current Assets
Debtors 13 354,257 146,473
Cash at bank and in hand 1,507,540 1,687,079
1,861,797 1,833,552
Creditors: Amounts falling due

within one year 14 (67,797) (79,387)
Net Current Assets 1,794,000 1,754,165
Total Assets less Current
Liabilities 1,822,082 1,765,645
Creditors: Amounts falling due
after one year 15 (4,158) -
NET ASSETS 1,817,924 1,765,645
Funds
Restricted funds 16 881,817 686,420
Unrestricted funds
Designated funds 389,974 400,000
Funds represented by functional
fixed assets 20,170 1,226
Free reserves 525,963 677,999
Total Unrestricted funds 936,107 1,079,225
Total Charity Funds 1,817,924 1,765,645

These accounts have been prepared in accordance with the provisions applicable to companies subject
to the small companies regime within Part 15 of the Companies Act 2006.
The financial statements were approved by the Board of Trustees and authorised for issue on
19th October 2016 and signed on its behalf by:

Anthony Wallersteiner Louise Posocco

Chairman Treasurer
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Cash Flow Statement

2016 2015

Net cash (Outflow) /inflow from operating activities (161,653) 876,050
Net Cash inflow from returns on investments

Bank interest and investment income 7,977 3,306
Capital investment
Purchase of tangible fixed assets (25,862) (1,283)
Increase/(decrease) in cash at bank and on hand (179,539) 878,073
Cash balance at beginning of the year 1,687,079 809,006
Cash balance at end of the year 1,507,540 1,687,079
Reconciliation of net incoming resources to net cash inflow from charitable activities
Net incoming/(outgoing) resources 52,279 678,728
Bank interest and investment income (7,977) (3,306)
Investment (Loss)/ Gain 2,343 (1,087)
Depreciation 6,918 450
(Increase)/decrease in debtors (207,784) 187,768
Increase/(decrease) in creditors (7,432) 13,497
Net cash (Outflow) /inflow from operating activities (161,653) 876,050
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Accounting Policies
a) Basis of preparation
These financial statements are prepared on a going concern basis, under the historical cost
convention.
The financial statements have been prepared in accordance with the Financial Reporting Standard
applicable in the UK and Republic of Ireland (FRS 102). The Charitable Company is a public benefit
entity for the purposes of FRS 102 and therefore the Charity also prepared its financial statements
in accordance with the Statement of Recommended Practice applicable to charities preparing their
accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of
Ireland (The FRS 102 Charities SORP), the Companies Act 2006, and the Charities Act 2011.
FRS 102 has been adopted for the first time when preparing these financial statements. The transition
date to FRS 102 was 1 April 2014 and the last financial statements prepared under the previous
financial reporting framework were prepared for the year ended 31 March 2015. An explanation of
how the transition has affected the reported financial position and financial performance is provided
in note 1 to the financial statements.
The financial statements are prepared in sterling, which is the functional currency of the charity.
Monetary amounts in these financial statements are rounded to the neared one thousand pounds.
The principal accounting policies adopted in the preparation of the financial statements are set out
below.
b) Going Concern
The Trustees have assessed whether the use of the going concern basis is appropriate and have
considered possible events or conditions that might cast significant doubt on the ability of the charity
to continue as a going concern. The Trustees have made this assessment for a period of at least one
year from the date of approval of the financial statements. In particular the Trustees have considered
the charitys forecasts and projections and have taken account of pressures on donation and
investment income. After making enquiries the Trustees have concluded that there is a reasonable
expectation that the charity has adequate resources to continue in operational existence for the
foreseeable future. The charity therefore continues to adopt the going concern basis in preparing its
financial statements.
c) Income
All income is recognised when there is entitlement to the funds, the receipt is probable and the
amount can be measured reliably.
Legacies are recognised following probate and once there is sufficient evidence that receipt is
probable and the amount of the legacy receivable can be measured reliably. Where entitlement to a
legacy exits but there is uncertainty as to its receipt or the amount receivable, details are disclosed as
a contingent asset until the criteria for income recognition are met.
d) Expenditure
Liabilities are recognised once there is a legal or constructive obligation to transfer economic benefit
to a third party, it is probable that a transfer of economic benefits will be required in settlement and
the amount of the obligation can be measured reliably. All expenditure is accounted for on an accruals
basis and has been classified under headings that aggregate all costs related to the category.
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e) Allocation of overhead and support costs

Overhead, support and governance costs are allocated between the cost of raising funds and
charitable activities. Overhead, support and governance costs relating to charitable activities have
been apportioned between activities.
f) Costs of raising funds

The costs of generating funds consist of investment management fees and the costs of raising funds
including an apportionment of overhead, support and governance costs.
g) Charitable activities
Charitable activities are for improving the lives of children and young people in situations of conflict
and poverty. We do this by working to support childrens education, learning and protection. Costs of
charitable activities include grants payable and other costs directly associated with teacher training,
school building, juvenile justice and an apportionment of overhead, support and governance costs.
h) Critical accounting estimates and areas of judgement

In the view of the Trustees in applying the accounting policies adopted, no judgements were required
that have a significant effect on the amounts recognised in the financial statements nor do any
estimates or assumptions made carry a significant risk of material adjustment in the next financial year.
i) Depreciation
Tangible fixed assets costing more than 500 are capitalised. Depreciation is provided on tangible
fixed assets at rates calculated to write off the cost on a straight line basis over their expected useful
lives as follows:
Furniture and office equipment: Over four years
Assets for use in overseas operational projects are not capitalised but expensed in the period of
acquisition.
j) Investments
Investments are shown in the balance sheet at their market value. The market value of investments is
determined by reference to stock exchange prices at the balance sheet date.
k) Funds
Unrestricted funds are funds which can be used in accordance with the charitable objects at the
discretion of the Trustees. Within unrestricted funds are free reserves which are funds not earmarked
for specific activities, designated funds which are funds earmarked by trustees for essential future
spending and fixed asset funds which are funds represented by functional fixed assets.
Restricted funds are funds which are to be used in accordance with specific restrictions imposed by
donors or which have been raised by the charity for particular purposes. They are to be spent in their
respective geographical locations and project activity. The aim and use of each fund is set out in the
notes to the financial statements.
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l) Gifts in kind
Gifts in kind donated to the charity for distribution are included in income only when distributed.
Items are valued by the donor at the time of the gift
m) Foreign currency
Transactions denominated in foreign currencies are translated into sterling at the rates of exchange
ruling at the dates of these transactions. Monetary assets and liabilities are denominated in foreign
currencies at the balance sheet date and are translated at the rates ruling at that date. All exchange
differences are taken to the Statement of Financial Activities.
n) Leased assets
Where assets are financed by leasing agreements that give rights approximating to ownership
('finance leases'), the assets are treated as if they had been purchased outright. The amount
capitalised is the present value of the minimum lease payments payable during the lease term. The
corresponding leasing commitments are shown as amounts payable to the lessor. Depreciation on the
relevant assets is charged to the profit and loss account.
Lease payments are analysed between capital and interest components so that the interest element
of the payment is charged to the profit and loss account over the period of the lease and represents
a constant proportion of the balance of capital repayments outstanding. The capital part reduces the
amounts payable to the lessor.
All other leases are treated as operating leases. Their annual rentals are charged to the profit and loss
account on a straight line basis over the term of the lease.
o) Pension costs
Contributions to the company's defined contribution pension scheme are charged to the profit and
loss account in the year in which they become payable.
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Notes to the accounts

1, Transition to FRS 102
This is the first year that the Charity has prepared its financial statements under FRS 102. The last
financial statements prepared under previous UK GAAP were for the year ended 31 March 2015
and the date of transition to FRS 102 was 1 April 2015. A reconciliation of amounts presented
under previous UK GAAP and FRS 102 is set out below for charitable companys net expenditure for
the financial year ended 31 March 2015 and for its total funds at 1 April 2015 and 31 March 2015
together with an explanation of changes in accounting policies on transition.
Reconciliation of net income / (expenditure)

Unrestricted Restricted Endowment Total
Funds Funds Funds Funds
31.03.15 31.03.15 31.03.15 31.03.15

Net Income / (expenditure) under
previous UK GAAP 750,329 -70,596 - 679,733
Adjustment A (2,092) - - (2,092)
Adjustment B 1,087 - - 1,087
Net income restated under FRS 102 749,324 -70,596 - 678,728
Reconciliation of total funds at 31 March 2015

31.03.15 31.03.15 31.03.15 31.03.15

Total funds under previous UK GAAP 1,087,847 686,420 - 1,774,267
Adjustment A (8,622) - - (8,622)
Adjustment B - - - -
Total funds restated under FRS 102 1,079,225 686,420 - 1,765,645
Reconciliation of total funds at 1 April 2014

01.04.14 01.04.14 01.04.14 01.04.14

Total funds under previous UK GAAP 336,431 757,016 - 1,093,447
Adjustment A (6,530) - - (6,530)
Total funds restated under FRS 102 329,901 757,016 - 1,086,917
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A) Holiday pay accrual

FRS 102 requires short term employee benefits to be charged to the income and expenditure account as
the employee service is received. This has resulted in the Charity recognising a liability for holiday pay of
6,530 on transition to FRS 102. Previously holiday pay accruals were not recognised and were charged
to expenditure as they were paid. In the year to 31 March 2015 an additional charge of 2,092 was
recognised in the income and expenditure account and the liability at 31 March 2015 was 8,622.
B) Investment gain/loss
ii) Investment gains and losses are now taken through profit and loss and shown above the net income/
Expenditure heading in the SOFA.
C) Other Adjustments arising on transition to FRS 102

The following adjustment has also been made in order to comply with the new SORP/ FRS 102 which
has had no effect on total funds or the income and expenditure account but which has affected the
presentation of this item in the statement of on the balance sheet:
i) Governance costs are no longer presented as a separate category of expenditure in the Statement of
Financial Activities and are now regarded as part of support costs which are allocated to the cost of
activities undertaken by the Charity.
2, Income
Funds Funds 2016 2015

Donations and Legacies
Legacies 94,625 94,625 34,476
Donations 658,064 109,623 767,687 775,121
Grants 26,676 877,168 903,844 673,844
779,365 986,791 1,766,156 1,483,441
Unrestricted Restricted Total

Funds Funds 2015

2015 Donations and Legacies
Legacies 34,476 34,476
Donations 678,646 96,475 775,121
Grants 46,410 627,434 673,844
759,532 723,909 1,483,441
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3, Contracts for operational programmes

2016 2015

Comic Relief 372,860 143,744
Department for International Development 137,894 129,724
International Narcotics Enforcement Bureau 113,313 30,745
UNICEF 5,377 49,470
US Embassy (Kabul) 74,691
629,444 428,374
4, Other Income
Funds Funds 2016 2015

Event income 220,877 1,950 222,827 1,165,214
220,877 1,950 222,827 1,165,214
2015 Event income

Event income 1,139,050 26,164 1,165,214
1,139,050 26,164 1,165,214
5, Expenditure on raising funds

2016 2015

Unrestricted Unrestricted
Staff costs 275,221 251,294
Other direct fundraising costs 248,418 171,405
Support costs 42,912 35,973
Cost of events 75,821 249,690
642,371 708,362
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6, Expenditure on charitable activities: improving the education

and protection provided to children
2016 2016 2016 2015 2015 2015
Unrestricted Restricted Total Unrestricted Restricted Total
Funds Funds 2016 Funds Funds 2015

Afghanistan 100,941 302,393 403,334 154,408 380,314 534,722
Burundi - (871) (871) 560 1,705 2,265
DR Congo 156,515 353,306 509,821 129,204 393,591 522,795
Liberia 149,471 447,777 597,248 74,290 226,308 300,598
Sierra Leone 99,696 298,664 398,360 86,827 221,862 308,689
Sri Lanka - 21,519 21,519 - 25,263 25,263
506,623 1,422,788 1,929,411 445,289 1,249,043 1,694,332
7, Grants paid to external organisations

2016 2015
Country Partner
Democratic
Republic of Congo Eben-Ezer Ministry International 330,294 276,503
Liberia Forum for African Women Educationalists (FAWE) 383,882 183,031
Sierra Leone Forum for African Women Educationalists (FAWE) 236,465 169,688
Sierra Leone Welfare Society for the Disabled (WESOFOD) 33,371 24,605
Sri Lanka Serendipity Trust 21,519 25,263
1,005,531 679,090
8, Analysis of support costs

Charitable Raising Total Raising Raising Total
activities Funds 2016 Funds Funds 2015

Support staff costs 194,416 27,298 221,714 151,037 21,050 172,087
Office costs 60,037 11,431 71,468 63,056 11,398 74,454
Communications 18,374 2,025 20,399 9,683 1,024 10,707
Legal & professional 17,260 2,157 19,417 20,005 2,501 22,506
290,087 42,912 332,999 243,781 35,973 279,754
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9, Auditors' Remuneration
Total Total
2016 2015

Statutory UK audit 10,000 9,540
Other (Payroll) 3,168 3,658
13,168 13,198
10, Staff costs

Total Total
2016 2015

Wages and salaries 670,444 585,600
Social security costs 57,738 55,964
Pension costs 21,650 27,969
749,832 669,533
The total average monthly number of employees by function, was:
Management and administration 3 3

Programme operation and logistics 6 6
Fundraising 7 7
16 16
Employees earning more than 60,000 during the year:

2016 2015
60,001 70,000 0 1
70,001 80,000 1 0
80,001 90,000 1 0
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Trustees and Key Management Personnel

No trustee received emoluments in the period (2015: none). No trustee claimed travel expenses
(2015: none) during the period.
Key management personnel include the Trustees, Chief Executive and senior staff reporting directly to
the Chief Executive (Director of Programmes, Fundraising and Communication Director and Director of
Finance and Resources). The total gross employee benefits of the charity's key management personnel
were 285,038 (2015: 243,944). The main reason for the high 2016 gross employee benefits is payment
of the Interim Finance Director as a consultant. The current Finance Director is on the staff payroll.
Employer's pension contributions in respect of the Key Management Personnel was 8,846
(2015: 14,687).
It is the policy of Children in Crisis to benchmark pay levels against the market median of the Voluntary
Sector Salary Survey of comparable organisations. Key Management Personnel salaries are determined
by the Finance and Audit Committee.
11, Tangible fixed assets

Furniture and office
equipment Total

Cost
at 1 April 47,718 47,718
Additions 25,862 25,862
Disposals (7,650) (7,650)
at 31 March 65,930 65,930
Depreciation
at 1 April 46,492 46,492
Charge for the year 6,918 6,918
Disposals (7,650) (7,650)
at 31 March 45,760 45,760
Net book value

at 31 March 2016 20,170 20,170
at 31 March 2015 1,226 1,226
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12, Investments
31 March 31 March
2016 2015

Cost at 1 April 10,254 9,167
Gain/(loss) in the period (2,343) 1,087
Market value at 31 March 7,911 10,254
31 March 31 March
2016 2015

GlaxoSmithKline 5,083 5,565
Pearson 2,826 4,687
7,909 10,252
13, Debtors
31 March 31 March
2016 2015

Trade debtors 316,411 118,878
Prepayments 37,846 27,595
354,257 146,473
14, Creditors
31 March 31 March
2016 2015

Trade creditors 23,393 34,942
Other taxation and social security 18,850 23,644
Accruals and deferred income 25,554 20,801
67,797 79,387
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15, Long Term Creditors

31 March 31 March
2016 2015

Franking Machine 4,158
4,158
16, Restricted funds

Balance Incoming Outgoing Transfer Balance
1 April Resources Resources between 31 March
2015 funds 2016

Afghanistan 92,346 343,727 302,393 133,680
Burundi 93,327 6,026 (871) (20,000) 80,224
DR Congo School building 31,459 123,740 156,165 966 -
DR Congo Teacher Training 51,622 375,432 150,837 276,217
DR Congo Other 51,621 4,033 46,304 19,034 28,384
Liberia
Vocational Training Program 56,380 230,055 154,791 131,644
Liberia Our World Library 198,673 82,678 229,631 51,720
Liberia Schools 9,525 166,389 63,355 112,559
Sierra Leone UKAM - 242,828 264,350 (21,522)
Sierra Leone Rehabilitation - 43,277 34,314 8,963
Sri Lanka 101,467 - 21,519 79,948
Total restricted funds 686,420 1,618,185 1,422,788 - 881,817
Afghanistan
Income to fund the Afghanistan programme was received from Unicef, the USA Embassy, trusts
and donations.
Burundi
Income to fund the Burundi programme was received from JOAC, Rogers Stirk Harbour and Partners
charitable foundation. Due to the ongoing political issues in Burundi, JOAC who is funding projects in
both Burundi and DR Congo agreed to 20,000 being transferred from Burundi to DR Congo projects.
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DR Congo
Income to fund the DR Congo programme was received from Comic Relief, The Medicor Foundation, The
Bliss Family charity, The Waterloo Foundation, trusts and donations.
Liberia
Income to fund the Liberia programme was received from Comic Relief, JOAC, Medicor Foundation,
Planet Wheeler Foundation, trusts and donations.
Sierra Leone
Funds were received from the Department for International Development (DFID), Vitol, trusts and
donations. Sierra Leone UKAM project is ongoing and the deficit balance is only a timing issue
Sri Lanka
Income to fund the Sri Lanka programme was received from a school donation.
Note 16 Continuation, 2015 Restricted Funds movements

2014 funds 2015

Afghanistan 29998 442662 380314 92,346
Burundi 50816 44216 1705 93,327
DR Congo School building 64838 117000 150379 31,459
DR Congo Teacher Training 155538 126777 230693 51,622
DR Congo Other 41743 22397 12519 51,621
Liberia
Vocational Training Program 44190 70541 58351 56,380
Liberia Our World Library 168190 182312 151829 198,673
Liberia Schools 24682 971 16128 9,525
Sierra Leone Rural Education 34489 69788 104277 -
Sierra Leone UKAM - 77557 77557 -
Sierra Leone Rehabilitation - 23138 23138 -
Sierra Leone Disability 766 715 1481 -
Sierra Leone Other 15036 373 15409 -
Sri Lanka 126730 - 25263 101,467
Total restricted funds 757,016 1,178,447 1,249,043 - 686,420
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Afghanistan
Income to fund the Afghanistan programme was received from Unicef, the USA Embassy, trusts and
donations.
Burundi
Income to fund the Burundi programme was received from Guernsey Overseas Aid Commission, Thames
Wharf Charity Ltd and donations.
DR Congo
Income to fund the DR Congo programme was received from Comic Relief, The Medicor Foundation, The
Waterloo Foundation, trusts and donations.
Liberia
Income to fund the Liberia programme was received from Comic Relief, Vitol, Hyrax Resourcing, trusts
and donations.
Sierra Leone
Funds were received from the Department for International Development (DFID), trusts and donations.
Sri Lanka
Income to fund the Sri Lanka programme was received from a school donation.
17, Designated funds

2015 funds 2016

Afghanistan CBECs 92,000 92,000
Burundi Camps (DR Congo) 4,156 4,156
Burundi 10,586 10,586
DR Congo 78,690 78,690
Liberia OWL 79,965 79,965
Programme Development 86,805 (10,026) 76,779
Strategic Reserve 47,798 47,798
400,000 (10,026) 389,974
There was no designated funds expenditure in 2015. Of the 400k funds designated in 2015, only 10k
was spent due to there being a strategic growth plan over the coming two years which requires these
designated funds being used in full.
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18, Analysis of net assets between funds

Total Funds Total Funds
2016 2015
Unrestricted Designated Restricted
Tangible Fixed Assets 20,170 20,170 1,226.0
Investments 7,911 7,911 10,254.0
Net Current Assets 522,209 389,974 881,817 1,794,000 1,754,165.0
Long term Liabilities (4,158) (4,158)
546,133 389,974 881,817 1,817,924 1,765,645
2015 Analysis of net assets between funds
Total Funds
2015
Unrestricted Designated Restricted
Tangible Fixed Assets 1,226 1,226
Investments 10,254 10,254
Net Current Assets 667,745 400,000 686,420 1,754,165
679,225 400,000 686,420 1,765,645
19, Limited Liability

Children in Crisis is a company limited by guarantee. The Memorandum and Articles of Association
restrict the liability of members on winding up to 10. In case of winding up none of the
accumulated funds are distributable to the members, but shall be given, or transferred to, some
other charitable institution having similar objectives.
20, Future financial commitments

At 31 March 2016, the group had annual commitments under non-cancellable operating leases as
set out below:
2016 2015
Operating leases:
One year 52,800 51,600
Two to five years 128,400
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21, Related party transactions

During the year Children in Crisis undertook the following activities that require disclosure under SORP
2015: Related Party Transactions:
Streets Consulting, a company owned by Julia Streets a trustee of Children in Crisis, to provide public
relations, marketing and communication advice and support for the charity. Work supplied is at a market
discount rate, any time provided by the CEO, Julia Streets is provided pro bono and the work by her team
is funded by a donation from Julia Streets of 9k. The balance of 3,965 which was carried forward to be
spent in 2015-16 has now been fully spent (2015, 5,035).
Scott Prenn LLP is a limited liability partnership, and Frances Prenn, a trustee of Children in Crisis, is a
partner. Scott Prenn LLP invoiced the charity to oversee the event and launch the programme at a cost of
25,130. The anniversary celebration generated over 688,000 of income.
Following the success of the anniversary celebration in 2014 which Scott Prenn LLP oversaw and
coordinated, and due to the lack of internal resources, Scott Prenn LLP was retained for major donor
fundraising services to further develop this new income stream for the charity. Scott Prenn LLP was
under contract of 55,125 + VAT and expenses from January to September 2015. This contact was
cancelled when CiC recruited a Major Donor fundraiser in September 2015 and a total of 48,670 was
paid to Scott Prenn LLP. Frances provided pro bono support and guidance to the work undertaken by
Scott Prenn LLP to the charity.
Both Julia and Frances were not involved in the board decision to appoint their companies and leave the
board meeting whenever discussions occur regarding their companies and Children in Crisis.
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Children in Crisis 2015-16 Annual Report

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Children in Crisis 2015-16 Annual Report

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Annual Report and

UK Charity No. 1020488 Company No. 2815817

Anthony Wallersteiner Koy Thomson

The main activities are:

Children in Crisis main activities

Children in Crisis One Page Strategy Summary 2016-2021

Summary of achievements against 2015/16 targets

Target 2: Improve juvenile justice and child protection.

Target 3: Support children with disabilities to live with dignity.

No targets previously assigned: Afghanistans first ever Joint Child

No targets previously assigned: Pilot legal aid for vulnerable children in

Our targets for 2016/17

Target 1: Implement the 15-month pilot phase of Improving Food

Our targets for 2016/17

Summary of achievements against 2015/16 targets

Target 2: Launch the full third phase of teacher training project, as of

Target 3: Construct or rehabilitate three schools.

Target 4: Implement a pilot village savings and loan associations

We had aimed to develop and fund a multi-year, multi-country VSLA programme,

Not previously targeted: Lusenda refugee project.

Our targets for 2016/17

School Building Lusenda refugees

Summary of achievements against 2015/16 targets

Target 2: Implement the school WASH project.

Target 3: Develop Children in Crisiss Regional West Africa Strategy

Our targets for 2016/17

Vocational Training Programme

Summary of achievements against targets 2015/16:

Target 2: Strengthen and expand our work to support the education

Target 3: Develop Children in Crisiss Regional West Africa Strategy

Our targets for 2016/17

Photos taken by: James Hickman,

Village savings and loans associations

Under the Taliban, nine in ten women in

A member of our social worker

Emergency education Our achievements in

Supplied much-needed teaching and

School building on the Plateau, South Kivu

Children in Crisis Programme Manager,

Our achievements in 2015/16:

T he parents who built a school

Quality and inclusive

Breaking structural barriers

Our achievements in 2015/16:

Polio affected one of my feet, the right.

A second chance to learn

Through our Vocational Training Programme

Pastry students at one of our new

Outside Palwashas CBEC. Palwashas classroom.

Our future plans

The main fundraising investments were in:

2016 Income: 2,626k

Statutory Grants, 24% Trusts & Foundations,

Donations & Legacies, 33%

2016 Total programme expenditure: 1,929k

Sierra Leone, 21% Liberia, 31%

Risks and uncertainties

Risk Policy summary

2016-17 main risks

Difficulty raising The challenge of securing We will address this by continuing

Competition for Despite highly regarded We will build relationships with

Objectives and activities for the public benefit

Pay policy for senior staff

Reference and administrative information