CONTENTS Page 2. About the Language Centre and Introduction
Page 3. Academic Development & Training for International Students Page 5. Cambridge University Language Programmes Page 7. Advising & Support for Independent Learners Page 9. Development of Online Learning Materials Page 11. Outreach Activity Page 13. Support for University Institutions Page 15. External Profile of the Language Centre Page 17. A.J. Pressland Fund Page 19. Finance & Administration
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About the Language Centre We live in a multilingual and multicultural society, both here at Cambridge and beyond the University. Developing the language and intercultural skills for academic, professional and social purposes has never been more important. The Language Centre is dedicated to supporting all members of the University community to develop these skills and we look forward to seeing you soon.
What do we do? We deliver a range of general purpose courses as well as many courses specifically designed around academic skills requirements or focussed on needs in particular disciplines. We support the induction and on-going needs of international students in respect of Academic English. We provide personalised language-learning advice, as well as opportunities for peer and native speaker-supported learning. We house an extremely well stocked learning centre and resource base, both physical and online. It currently encompasses 170 languages and continually develops in response to learner needs. We develop bespoke online resources to enhance learning opportunities for and beyond our courses. We administer funding arrangements and bursaries, as agreed with specific Departments, to ensure targeted access to language learning. We support learners in choosing short intensive courses abroad and exploring funding opportunities for language study overseas, including our own A.J. Pressland Fund bursaries for students in the sciences. Who for? Our courses, resources and support services are available to undergraduates and graduate students, academic and non-academic staff from all Faculties, Departments and Colleges. Some of our bespoke courses developed for specific Faculties/Departments are available exclusively to specific cohorts of students. Membership of our learning centre is available to the public. Attendance at the Conversation Hours is available for partners/spouses of University members. Annual Report 2015-16 Demand for Language Centre courses, learner support and resources has remained largely steady this year, with increases in activities targeted at specific cohorts of students in particular disciplines. This reflects a strategic decision to develop bespoke provision to complement our traditional base which welcomes all comers. We have also diversified our initiatives to facilitate peer:peer language learning. The overall direction of travel is increasingly focussed on the development of language skills for a range of academic purposes. Congratulations: In 2016, the Language Centre was very proud that our Director of Academic Development and Training for International Students, Dr Karen Ottewell , was awarded the University’s Pilkington Prize for Teaching and Learning.
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Having re-branded this area of activity last year, our focus this year has been on enhancing the range of bespoke provision that the section offers to Departments/Faculties as well as further strengthening our In-Sessional Support Programme. On the bespoke provision side, in addition to the courses and workshops that we developed last year and which are all continuing on this year, we have also designed and delivered the following: a two-week Introduction to Academic Writing Course on the Institute of Continuing Education’s International Summer Programme; to complement our CV and Cover Letter Referrals service that we offer in conjunction with the Careers Service, we launched a similar Research Proposals service; we also ran two workshops for POLIS on PG Lecturing Skills; and, finally, we designed 1-to-1 a Clinical Communication Skills supervision course for UG Medics. As part of the In-Sessional Support Programme we launched Individual Coaching Sessions, covering such topics as Active Listening, Assertive Communication, and Time Management. These have provided to be extremely popular, with 30 such sessions having been taken up in ET16. Enrolments on the Pre-Sessional were significantly up this year, with 71 students from 26 countries. Numbers on the In-Sessional were lower, but this drop is more than off-set by the increase in numbers on our bespoke provision. Assessment numbers were slightly up this year on last year’s figures. And we have been continuing our collaboration with the Cambridge Admissions Testing Service (part of Cambridge Assessment) on the development of a new Test of Academic Literacy for PG entry. We have conducted two consultative meetings with other UK HEIs and have just completed two separate international trials of draft Reading into Writing sections. We have also begun discussions with CUP as to the development of preparatory materials, both for the test but, more importantly, for study through the medium of English.
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We introduced additional levels of Russian (Advanced) and Arabic (Elementary 2) for the first time. These courses attracted modest numbers but we are confident that this is a sound investment into the future. We repackaged some of our ‘smaller’ languages into courses branded ‘Introduction to Hebrew/Greek/Persian Language and Culture’. We recruited a teacher from some distance away to deliver two levels of Urdu, primarily for the Centre for South Asian Studies, but open to the rest of the University, following the model which was highly successful in Swahili for the Centre for African Studies. Unfortunately the Urdu courses attracted very small enrolments and were not successfully received. We have decided not to continue with Urdu in 2016-17 but will keep demand under review. We grew our suite of Academic Reading courses for the SHSS/SAH graduate training framework, by introducing Russian, and saw a further increase in numbers of graduate students who enrolled. Enrolment numbers are steady and show a small yearly increase of 2-3 %. The overall trends per language match those in other comparable institutions nationwide and show a surge of interest in German language that now enrols numbers comparable to those of French and Spanish. The enrolment numbers in Japanese have grown too and look very healthy and promising. We delivered the Advanced Russian course for the first time this year. This adds to our suite of CULP Awards (advanced level courses certificated by the University). We are delighted with the excellent feedback received from our External Examiners: [Within Language Centres] the CULP Advanced programme is unique... given the high level of language proficiency of the students... Overall the standard of the students' performance clearly reflects the high quality of the programme. (Italian) I am suitably impressed with the scale with which Russian Language Programmes have been growing recently ... in comparison with what appears to be a nation-wide reduction in Russian Language provision in the UK. ... I gained an excellent impression from the programme and the organisational side of examining process and wish the programme every success in the future. (Russian) The design, structure and marking of the CULP Advanced German examination were exemplary. I am particularly happy with the oral component. I would like to add that the programme has developed extremely well over the years, and I would like to commend all staff involved. (German) The whole assessment process was conducted with a high level of professionalism. I commend the French team on their excellent work. (French) It has been an honour and privilege to be an external examiner for the Spanish Advanced course, witness the level of command in the target language and enthusiasm of the students, but also to have the opportunity to experience first-hand the commitment and dedication of the teachers, without whom the excellent outcomes would not be possible. (Spanish)
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Colleges (2015-16; available data, as % of student population)
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ADVISING AND SUPPORT FOR INDEPENDENT LANGUAGE LEARNING We have used learner information from the preceding year to expand our activities in 2015/16 and this has resulted in a corresponding increase in participation. 1270 places on pre-bookable activities were taken, in comparison with 700 by the end of last year. Our activities are inherently learner-driven, focused on language-learning strategy use according to individual differences and learning purposes. Our one-to-one appointments are still the largest area of adviser-to-student impact and our first-level advice in the reception area of our Learning Centre is critical to its uptake. This year 354 appointments were taken, increasing from 267 last year. Undergraduates remain our largest catchment at 33%, then PhDs followed by MPhil students. We have expanded our outreach from 62 Departments last year to 83 this year. Our learner purposes data pleasingly shows that personal interest is still the largest area of learner motivation, followed by academic ambitions, work and study abroad, and fieldwork. Our Friends without Frontiers scheme has widened access to peer-to-peer support for 459 learners. The Conversation Exchange Scheme continues to be our most popular activity and 60 learners attended our Language Study Group over four seasons, 40 sessions in total. As to our other advising events: 53 learners attended Reading for Academic Purposes strategy sessions 127 attended our Language courses abroad activities. Our Conversation Hours in French, German and Spanish showed a decrease in learners from 237 to 211. This could be due to the introduction of more taught course options at advanced level in these languages. 8 Reading for Research workshops and 79 one-to-one pronunciation supervisions for both ADTIS programmes.
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Strategic developments We have expanded our resource expenditure to cover a wider range of languages in our John Trim Centre. Of the 87 added this year, some examples of new languages are Ewe, Southern Sotho, Mayan, and Kirundi. Investments in materials for lesser-known languages is arguably most important as these are more often than not under- and/or ill-provided for online. The team has now taken sole responsibility for editing our online resource guide to improve the efficiency of its development. Finally, we have begun our computerised film lending.
Language learning strategies for fieldwork is an area of support that we would like to increase during 2016/17 as these learners are among the least supported. Although the community is comparatively small, the qualitative impact for these students would be significant. We would like to link up fieldworkers where possible as they can feel isolated in this kind of language study. In Easter term we have begun to work with departments such as Geography and Sociology where there is a large proportion of first year PhD fieldworkers. This year’s background research on student needs from Heads of Departments and their colleagues will inform a pilot of new workshops in 2016/17. In addition, some research into undergraduate student needs has led to our exploring the potential of supporting MML students with learning strategy advice in the coming year.
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DEVELOPMENT OF ONLINE LEARNING MATERIALS The set of learning objects develop to support international students now include Literature Reviews and The Self-Study Toolkit. Three further learning objects are about to be completed: Argumentation, Avoiding Plagiarism and Study-Block and Prevarication. We are developing intermediate-level learning objects to support vocabulary acquisition in association with the Department of Slavonic Studies (MML), enabled by a philanthropic donation for a 3-year project. The first resources were released to students during 2015-16 and we were very pleased with the feedback received. We completed our Just in Time Italian Grammar resource, developed in partnership with the Department of Italian (MML), for use both by Tripos and Language Centre learners of Italian. Led by the Language Centre’s Arabic coordinator, with input from a colleague in the Department of Middle Eastern Studies (FAMES), we have developed new online resources for beginners’ Arabic, including a tutorial on the Arabic script. These were trialled during 2015-16 and will be released more widely to both Tripos and Language Centre students early in 2016-17. It is hoped in future that they will also support the preparation of incoming first year Tripos students before matriculation. A new Chinese Basic 1 course has been completed and tested; Chinese Basic 2 is nearing completion. These two courses reflect the separation of our Chinese Basic course into two separate courses, using updated and extended materials and implemented in a more mobile friendly way. During 2015-16 we have converted a large number of video resources, including videos related to past examination papers, to new video formats. They are now accessible on a wider range of devices, including mobile devices incompatible with Flash. The courseware downloads from our own servers are still quite significant.
2012-13 181,676
2013-14 361,296
2014-15 293,103
2015-16 192,825
The 5 top downloads were: Russian Essentials 58,806 German Essentials 41,507 Basic German 39,910 Basic Chinese 20,428 Int. Chinese 6,354
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MATERIALS DEVELOPED IN 2015-16
Italian materials developed in partnership with the Department of Italian
New Chinese Basic 1 course
Arabic Essentials including an introduction to the Arabic alphabet
New learning objects developed to support students on our Academic Development & Training for International Students programme.
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OUTREACH ACTIVITIES We have delivered the first year of the whynotlangs@cam2 collaborative MML/AMES/Language Centre project, which we lead. We took responsibility for all the administration of the five events in Cambridge, while MML colleagues ran the events in Manchester, Newcastle and Sheffield. Sessions for all the events were delivered by a variety of staff from the Language Centre, MML and AMES. Feedback has continued to demonstrate the particularly striking impact on the lower age groups. With support from the Office of External Affairs and Communications, we had some good press coverage in papers local to participating schools. We were invited to have a stand at the Cambridge Admissions Office outreach forum bringing together Colleges and Departmental and central initiatives and WPPF projects. We showcased some of the data from our first whynotlangs@cam project. This year’s whynotlangs@cam2 programme benefited from Routes into Languages East of England funding. Due to the end of HEFCE funding to Routes, this will no longer be possible in the future. The Language Centre has been an active partner in the Routes into Languages East project board from inception in 2007-08. Following the end of the programme, the Language Centre has been exploring with MML the joint funding of a part time outreach project officer to help to continue some of the momentum and liaison with other regional HEIs, e.g. through new collaborative outreach programmes from the Cambridge Admissions Office. We have contributed in various ways to a number of other outreach activities organised by Colleges and, once again, to the FAMES Sutton Trust summer school.
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SUPPORT FOR UNIVERSITY INSTITUTIONS We have developed our provision for graduate students in the Schools of the Humanities and Social Sciences (SHSS) and Arts and Humanities (SAH), adding Russian to the range of Academic Reading courses, and engaging with the Centre for Latin American Studies to add Brazilian Portuguese to our Languages for Academic Purposes portfolio from 201617. We piloted, with limited success, the delivery of Urdu for the MPhil in South Asian Studies. We have continued our arrangements with the Centre for African Studies for their MPhil students to learn Swahili and have supported a range of MPhils in History to provide access to appropriate language-learning opportunities. We also continue to administer a bursary scheme for SHSS/SAH PhD students to access language courses which fall outside of the overarching cross-School framework. We have continued to work closely with the Graduate Admissions Office in respect of the Language Condition of entry for international students. We carry out assessments for the GAO as well as for the Institute of Continuing Education (Dip/Cert; MST; PG Medical Certificate), the International Student Team (ERASMUS; Visiting Students) and Clinical Schools (Medical Elective). New initiatives for 2015-2016 in ADTIS include a two-week Introduction to Academic Writing for the Institute of Continuing Education’s International Summer Programme, on which we also deliver three plenary lectures (How English Works; The History of English; Dialects of the British Isles); two sessions on Writing Skills as part of the Research Skills provision for new graduates at the Computer Lab; workshops for POLIS on PG Lecturing Skills; two talks in the Faculty of Education on Cultural Modes of Argumentation and The Craft of Academic Argument; and we are now included in the PHEP Programme for newly appointed lecturers to discuss on how supervisors can help support their graduate students’ development of written academic literacy. We have continued to support the international undergraduate admissions procedures in China, providing consultancy on the English language element of the Ameson Scholastic Test which is used to pre-select students for interview by the Cambridge interviewing team. Collaboration with the Clinical Schools to increase access to language courses within the framework of their Self Selected Components (SSC) resulted in even greater numbers than last year taking up the opportunity in a diverse set of languages and learning pathways. Due to the complexity of these arrangements a completely new model, outside of the SSC framework, within the initial placement blocks will be launched in 2016-17. We have developed a range of online learning resources in partnership with or for the Faculties of AMES and MML, as described on page 9 above. The model of CULP coordinators acting as internal/external assessors for the Department of Engineering Language Unit (ELU) examinations continues to work well and there is increasing collaboration between Language Centre and ELU staff, including through representation on their Management Committee.
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We are represented by our CULP Director and our Administrator on the School of Arts and Humanities Review group exploring greater harmonisation of employment arrangements for language teaching staff in MML, AMES, Classics and the Language Centre. The Director continues to act as Academic Director for the Institute for Continuing Education’s language courses to the wider public, and both the Director and the ADTIS Director have participated in wider consultation about the future strategic direction of ICE. The John Trim Centre and Advising team have been working more closely with the graduate students of several institutions, notably the Faculty of Geography, in relation to language learning for fieldwork. As part of work with Trinity College to support their students with their study abroad bursary applications, the Advising team have developed the first Language Centre Moodle site that will be used not only by Trinity students but any learners across the University who would like information and encouragement to attend a short intensive course abroad. The partnership with the Faculties of MML & AMES, to deliver a joint Widening Participation Project funded programme of outreach activities, as described on page 11, is acting as a stimulus to greater cooperation in outreach, which we hope may result in a joint post to be appointed to during 2016-17.
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EXTERNAL PROFILE OF THE LANGUAGE CENTRE INTERNATIONAL The Language Centre is regularly asked to collaborate with or provide consultation to a range of HEIs internationally, including in 2015-16: A joint research project on the Rhetorical Diversity and the Implications for Teaching Academic English together with Tsinghua University (Beijing) and Hong Kong Polytechnic University; joint article on research so far published in the Asian Journal of Applied Linguistics (Vol. 3 No.1, 2016), pp.101-113. A collaboration with CUP Moscow to support the group of 20 elite Russian universities taking part in the Russian government’s 5-100-2020 programme. In addition to Centre-wide activity, individual members of staff are regularly engaged with international conferences and projects within their specific disciplines: Nebojša Radić, CULP Director ‘’Languages Through Film and Literature’’ at ICT for Language Learning Conference, Florence (Italy), 2015. “Twenty Years of Blended Learning: A Paradigm Shift in Teacher Training and Support,” article published in the Proceedings of the LSP Teaching and Specialized Translation Skills Training in HE Institutions Conference, The University of International Friendship, Moscow, Russian Federation. Karen Ottewell, ADTIS Director ‘Rhetorical Diversity and the Implications for Teaching Academic English’, 12th International EAP Conference at Tsinghua, Tsinghua University with Professor Lu (Tsinghua). ‘Test of Academic Literacy for PG entry’ and ‘Workshop: Test of Academic Literacy’, 2nd Conference on EAP/ESP/EMI, MISiS University (Moscow). ‘Supporting Academic Writing’, pre-conference workshop for 20 EAP teachers at MISiS, MISiS University (Moscow). Consultancy provided to the Cambridge Colleges with respect to the use of the AMESON Scholastic Test for UG entry: this involves consultancy on the nature of the English test and also joining the International UG interview team for the Cambridge Colleges in Shanghai in October to carry out speaking assessments New test of Academic Literacy: development of a new test of Academic Literacy for international students entering Anglophone graduate studies, with the Assessment Testing Service (Cambridge English Language Assessment) on the development of a new test of Academic Literacies for international students entering Anglophone graduate studies. Trials have been conducted in collaboration with a number of universities internationally.
Jocelyn Wyburd, Director Member of a 3-person international review team for the University of Cyprus Language Centre
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Keynote speaker: Strategic and operational considerations in the promotion of language learning. 3rd International Conference of Modern Applied Languages (Bucharest). Christoph Zähner, Deputy Director Continued collaboration with Tsinghua University on the development of an integrated Chinese grammar module to support reading Chinese text. NATIONAL Numerous members of staff were engaged with activity of national significance throughout the year: Jocelyn Wyburd, Director Jocelyn is in her third year as Chair of the University Council of Modern Languages, representing UK HE languages disciplines. She is regularly invited to the All Party Parliamentary Group on Languages and presented on the health of HE languages in July 2016; and has participated in round tables and project steering groups for the British Academy. She has coordinated responses to policy developments, particularly in relation to languages qualifications, has held meetings with Ofqual on grading issues and liaised regularly with HEFCE in relation to their Strategically Important and Vulnerable Subjects support. She has given numerous talks setting the context of languages in HE in wider educational and national policies. She has been quoted in the process, including the Times Higher, the Guardian, Prospect, and in specialist journals from language-related bodies. She has provided consultation and support for colleagues in languages departments nationally facing challenges, staffing reductions and closure. UCML was active in lobbying in advance of the EU referendum and Jocelyn herself built a large ‘Linguists’ group for the Academies for Britain in Europe lobby website. She was commissioned to write articles/opinion pieces on the implications of Brexit for languages in The Linguist and on the University’s website (published in October 2016). Jocelyn has completed three years as Chair of the National Advisory Board Routes into Languages (HEFCE-funded outreach programme) on behalf of which she attended HEFCE steering group meetings and consultations on sustainability with the Leadership Foundation. Funding has now ceased, but she has been invited to continue in this role by the UK HE International Unit as the new custodians of the Routes brand and initiative. Jocelyn is a member of the Board of the University of London Institute in Paris, attending meetings in London and Paris. Conference/workshop presentations/publications: Pedro Barriuso-Algar Spanish Coordinator Vamos a empezar bien. Algunos trucos para empezar bien el curso and Con vídeos se aprende mejor - Ideas para desarrollar la competencia audiovisual on-line for webinars by Editorial Difusión El islamismo en España. El franquismo. Masterclass: A-Level Spanish Cultural Themes. Philip Allan events – Hodder Education
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Jackie Bow, French Coordinator ‘French for medical students’. Languages for Specific Purposes in Higher Education 2015, Manchester Sebastián Bianchi, Spanish teacher Chaired a Spanish Masterclass for the new A Level Specifications, organised in London by Hodder Education Is writing literature guides for the new A level specifications for Como agua para chocolate, Laura Esquivel; La casa de Bernarda Alba, Federico García Lorca; Crónica de una muerte anunciada, Gabriel García Márquez (Hodder Education) Paul Hoegger, German Coordianator Examiner for the prestigious Eton College Queen’s Prize Member of the jury for a translation competition of the DAAD (Deutscher Akademischer Austauschdienst) at the Institute of Modern Languages Research, London Karen Ottewell, ADTIS Director ‘PG entrance requirements to UK HE: What should we be testing?’, BALEAP PIM, University of Sheffield ‘PG entrance requirements to UK HE: What should we be testing?’, BAAL/Routledge Workshop, University of Manchester Metropolitan Jocelyn Wyburd, Director Keynote: Transnational graduates and employability: challenges for HE colleagues. InnoConf16, University of York. (Innovations in Language Teaching in Higher Education annual conference) Member of the panel: Implications of the TEF for Modern Languages in HE. ‘Frameworks for Multilingualism and Cooperation’, University of Warwick. (8th biennial joint LLAS, UCML and AULC ‘Languages in Higher Education’ conference) External Examiners Pedro Barriuso-Algar (Spanish Teacher/Coordinator, CULP) is external examiner at the University of Brighton. Karen Ottewell (ADTIS Director) continues to be a critical friend for the University of Winchester’s CIE programme. Karen has also completed her first year as External Examiner for the Foundation Programme (January Intake) at the University of St. Andrews. Nebojša Radić (CULP Director) is external Examiner in Italian at the University of Bath Centre for Foreign Languages. Vera Tsareva-Brauner (Russian Teacher/Coordinator, CULP) is external examiner at Keele University. Christoph Zähner (Deputy Director), External Examiner (PhD) at the University of Manchester.
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A.J. PRESSLAND FUND The A.J. Pressland Fund offers bursaries of up to £1,000 to support language study abroad for students within the Schools of Biological Science, Clinical Medicine, Physical Science and Technology. Returning students planning to study a language overseas for up to 4 weeks during the Long Vacation may apply for funds to support course fees, accommodation and travel as required.
In 2015, 65 students applied to the fund and a total of £11,600 was awarded to 24 applicants (average award: £483). In 2016, 70 valid applications were received and a total of £10,300 was awarded to 15 applicants (average award: £687).
2015
2016
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FINANCE & ADMINISTRATION Staffing We reviewed our CULP staffing requirements in light of the increase in numbers of courses and languages delivered, and made one new salaried staff appointment (in place of hourly-paid worker arrangements) in Swahili. Our Computer Officer has been seconded to the Department of Biochemistry. As a result we have reviewed our technical support needs and adjusted the roles and responsibilities of colleagues within the team. We welcomed an additional teacher to the ADTIS team on a temporary basis to help deliver the Pre-Sessional course in summer 2015, freeing up a permanent ADTIS teacher to deliver complementary provision. It was notable that the Language Centre was extremely well represented at the launch of the University’s Centre for Teaching and Learning, alongside extensive commitment to attend networking events, workshops and conferences which enhance professional development. Numerous members of both teaching and administrative staff have also taken CULP courses or attended conversation hours. In the CULP team: Paul Hoegger attended the AULC AGM/Conference in Cardiff in January 2016 and the London Palaeography Summer School at the Institute of English Studies, School of Advanced Study, University of London; Numerous staff participated in the national/international Languages for Special Purposes one-day conference at the Language Unit of the Department of Engineering (Cambridge University) in September 2016; Pedro Barriuso-Algar attended Language Show Live, London; Languages Staff development Conference, Open University Manchester; Theatre and drama in the (modern languages) classroom workshop, Selwyn College (Professor Florian Radvan, Universität Bonn); IX Teaching Annual Conference, Instituto Cervantes, Manchester; Ruth Hatcher attended the University’s online diversity training and several other relevant online courses including: Blended Learning Essentials (University of Leeds); Cultural Studies and Modern Languages (University of Bristol). The John Trim Centre/Advising Team have undergone a range of training, including iDiscover. Emma Furuta successfully completed a Level 5 in Leadership and Management award. Estate The team has worked with the Estate Management Maintenance Section over the last year on a number of improvements to our facilities, both essential and desirable. Our major project this year was the installation of a new boiler system which should benefit staff and students as we enter the colder months. We have continued with our scheduled replacement of carpets and furniture.
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General Administration Alongside HR, Financial and Estate management, the team continued to coordinate the delivery of outreach projects by the Language Centre and partners in the Faculties of Modern and Medieval Languages, and Asian and Middle Eastern Studies. We provided bursary administration for both the A.J. Pressland Fund and the AHSS Language Bursary scheme. Language Centre Committee of Management The Committee has met termly and supported all aspects of the Language Centre’s business, including through a sub-group administering the A.J. Pressland Fund bursaries. The Committee derives its membership from all Schools of the University, from the Colleges (a representative of the Senior Tutors’ Committee) and from CUSU. LANGUAGE CENTRE FINANCIAL STATEMENT 2015-16 ADMIN Income/Funds Allocated Expenditure section surplus / (deficit) JTC/ADVICE Income/Funds Allocated Expenditure section surplus / (deficit) ADTIS Income/Funds Allocated Expenditure section surplus / (deficit) CULP Income/Funds Allocated Expenditure section surplus / (deficit) TECH Income/Funds Allocated Expenditure
292,114 292,114 £11,384 reallocated as overhead to ADTIS and CULP 0 131,210 131,165 45 340,676 371,685 Inc. £18,882 overhead charges (31,009) 456,253 472,206 Inc. £25,486 overhead charges (15,953) 349,256 349,256 £33,020 reallocated as overhead to ADTIS and CULP
section surplus / (deficit)
0
TOTAL INCOME / FUNDS ALLOCATED IN YEAR)
1,569,508
TOTAL EXPENDITURE
1,616,425
surplus / (deficit) on year
(46,917)
Available Funds not allocated in 2014-15 Reserves invested long-term General Donation Fund Capital Pressland Fund Capital
152,278 Not invested 474,352 Spendable Capital 64,518 Spendable Capital 628,042 Restricted Capital - not available for expenditure
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