annual report 2016 - football beyond...

Griffin

Annual Report 2016

CONTENTS5 INTRODUCTION AND REVIEW

OF THE YEAR STUDENT6 REFLECTIONS8 OUR YEAR IN NUMBERS10 ETHNICITY,

AGE and GENDER12 CASE STUDIES14 WHO WE ARE15 THE NEED

FOR OUR WORK16 OUR A PPROACH17 LESSONS LEARNT

IN 201618 TESTIMONIALS,

AWARDS AND FUNDING PARTNERS

19 OUR PROGRAMMES20 FBB SCHOOLS:

OUTPUTS AND OUTCOMES

21 FBB TV : YOUTH VOICES22 FBB WARRIORS23 THANK YOUS24 OUR COMMS YEAR25 OUR FINANCE YEAR

Joe

Liam

2 Football Beyond Borders. Annual Report 2016

Maceo

Charlie

Archie

Football Beyond Borders. Annual Report 2016 3

INTRODUCTION AND REVIEW OF THE YEAR

Oliver Mills, Chair of the

Board of Trustees

Kelvyn Quagraine, FBB Volunteer

After three years, I will be moving on as FBB Chair. I am delighted that Lekan is taking over and will build on all that everyone has done so far. Lekan has been an excellent Trustee since joining the Board in January 2016. He is full of ideas and passion for what FBB can achieve and he is the right person to lead from this point.

Looking back over 2016, my personal highlight was being invited to the meet-ing of the FBB Youth Council in December. It was great fun and the young peo-ple there were bubbling with energy and practical ideas on how to improve the programmes. All the more exciting as we were able to meet at the new Google HQ in King’s Cross, thanks to Richard Wheeler, one of our new Trustees.

Over the year, we were able to deliver against all priority areas in our strategic plan and now have eighteen programmes up and running in schools in South and East London. We know that financial pressures on schools are growing, and so will continue to evolve what we do, always focussed only on evidence of what makes a difference.

We were only able to do all that you will see in this report because of the time and money our sponsors have put in. I would like to thank everyone involved - schools, supporters, sponsors, trustees, staff and volunteers- and especially the young people for FBB’s success in 2016.

This year for FBB I set up the first ever Football Beyond Borders university society which comprised of 25 student members. We have been volunteering at Newtown Community and Youth Centre working with 11-18 year olds deliv-ering mentoring sessions and football coaching sessions. Setting this society up whilst balancing education and other societal commitments hasn’t been easy. But I believe it has offered students the opportunity to use their interests in foot-ball to engage in the local community in a way that allows them to connect with disengaged youths through a universal language.

I was also lucky enough to be the face of the Gillette Great Starts campaign which involved me partaking in an advert with Gillette and Sky Sports, as well as travelling to Barcelona to see Neymar. These were amazing experiences which meant a lot to me because it represented an opportunity for young people from disadvantaged backgrounds to get involved in a sports industry where they are heavily under-represented.

It is so important that charities like FBB exist to reinstate confidence in a young person’s ability to achieve. In this sense the charity has given me the opportu-nity to use my passion for football to inspire others and help them to achieve, which has been a very humbling experience. It has taught me that I can achieve just as much as anybody else regardless of my age and experience because talent and passion speak through shared interests and goals.


Jasper Kain, Co-Director and Head of Delivery

2016 was a transformational year, full of learning. This is a feature that cut across the organisation as we doubled the number of participants we work with. The develop-ment of a new learning curriculum both in our classroom and football sessions and a staff development manual were important developments. It was pleasing to see the quality of our work recognised, with us being chosen as one of the Guardian’s Top 30 Charities of the Year and shortlisted for Beyond Sport's Sport for Education Award.

We also successfully piloted our first school project outside of London in Cardiff, saw over 100 young people go on a summer football tour, hosted a packed out Football For All event with England International Eniola Aluko and hosted an exchange trip with students from Freiburg in Germany. It was also fantastic to see a group of friends raising thousands of pounds for FBB by playing football for 72 consecutive hours and breaking the World Record for the longest 5 a side match.

This would not have been possible without all the hard work of our dedicated vol-unteers, partner teachers and staff.


STUDENT REFLECTIONS


Being a part of Football Beyond Borders this year has helped to change so many of our negative mindsets and has also gifted us with so many great opportuni-ties. As a team our favourite memory would have to be our tour to Wales last summer.

During this tour we were treated to so many activities including footgolf and even a tour of the Cardiff City Stadium, which not every 14 year old would get to see. Before we came on this tour we all came as individuals but by the end we had all developed a real sense of being a part of a team and a part of the FBB family.

One of the great things about FBB is the opportuni-ties we are given. I got to interview one of my idols, Lianne Sanderson, and it was great to see one of my teammates and close friend Jaden interview Ivanovic where he became virtually famous for commenting on Ivanovic’s dress sense.

FBB has kept a lot of my teammates still in school because before FBB was around most of them didn’t really care about their actions, but now knowing that their actions could stop them from coming on tour or even just playing in a football match down the road, they have started to think before doing something silly that they might regret. Being a part of FBB has taught us a lot about taking responsibility for ourselves and each other on and off the pitch and also sharing the responsibility to wash the dishes on tour. They have also helped us to focus on our studies while also de-veloping our social skills at the same time.

This next year I would love to take part in another tour since it brought my teammates and I so much closer. I would also like to see FBB Youth Voices carry

on since it taught Jaden and I so much about how the media industry works, and how it’s not just in front of the camera but also behind and all the jobs that are involved to make a video. Besides all these opportu-nities and experiences I want to continue to work with FBB and help other young members of society like myself. My dream for the future is to one day work for FBB and continue to see it grow and get the recogni-tion it deserves.

from Debra at Chestnut Grove Academy

OUR YEAR IN NUMBERS


4Total Number of National

Awards and Shortlists

576

Total participants

35

Total number of reward visits

26,654

Total contact hours

1,230

Total Number of individual donors who donated to FBB

ETHNICITY, AGE and GENDER

ETHNICITY

AGE

GENDER


Black African 29.6%

11 to 13 52.0%

White English 15%

14 to 16 14.5%

Female 33.7%

Black Caribbean

15%

16+ 14.7%

Asian Mixed 8.5%

Other white background

7.5%

Other 17.4%

8 to 10 18.9%

Male 66.3%

CASE STUDIES

9

Name: Orobosa

Age: 10

FBB Programme: FBB Schools: Griffin Primary

Started with FBB: February 2016

Best times with FBB: Woodrow House trip in June 2016 - a weekend with his friends to play football and try new activities like archery

What he says about FBB: “I have learnt a lot in the classroom and on the football pitch. I have

really enjoyed doing work about football, es-pecially doing research on my favourite player Lionel Messi and even writing cool stories in my own time. Over the last year I enjoy writing a lot more but still need to work on my reading”

What his teachers say about him:

“Orobosa has blos-somed into a confident young gentlemen over

the past year. He has developed strategies to overcome incidents that may have annoyed him in the past. Although he still needs prompting to complete his class work, when interested and focused he has shown initiative and produced work beyond his expec-tations. He has devel-oped a foundation of friends he was lacking last year”

Name: Ayla

Age: 11

FBB Programme: FFEM Chestnut Grove

Started with FBB: September 2016

Best times with FBB: Winning the award (player of the year) and attending the Chelsea tournament

What she says about FBB: “It helps peo-ple get together, I’ve enjoyed the challenges and football matches that FBB organises, and it’s helped me improve my football”

What her teachers say about her: “Ayla is a joy to coach, she is always up for new things and even though she is one of the youngest partic-ipants she is probably one of the bravest. She isn’t scared of a chal-lenge and this will take her very far in life”

Name: Cordell

Age: 14

FBB Programme: FBB Schools: Lanfranc

Started with FBB: September 2015

Best times with FBB: Tour to Scotland twice, FBB schools tournaments and training sessions with Timi, Joe and Nathal.

What he says about FBB: “I love FBB, it has given me great oppor-tunities in football and has helped me improve my behaviour at school. It has been so much help”

What his teachers say about him: “Cordell has made remarkable progress in school over the past 2 years. He was disengaged and very difficult to teach, however now he is a joy to have around. We are so delighted with the young man he is becoming”

Football Beyond Borders. Annual Report 2016

WHO WE ARE


We are an education charity which uses the power of football to inspire young people from disadvantaged backgrounds to achieve their goals and make their voices heard. We do this by putting a young person’s passion for football at the heart of their learning.

We work at schools and youth centres across London and use football as a tool for engagement to tackle the root causes of low educational attainment, poor school attendance and challenging behaviour.

Our programmes combine classroom based learning with character focused football sessions.

Our football themed, project based FBB Curricu-lum promotes literacy, creativity and problem solving through the prism of football. So, for example, students learn to use a range of adjectives and adapt their lan-guage to different contexts and tones through creating engaging and effective football commentary. Our cur-riculum offers interactive, digital exercises which makes use of cameras, social media, analytics and live stream-ing in partnership with our FBB TV production arm.

Our FBB Coaching Manual exists to create transfer-able skills which participants can use in their wider life. It uses football to develop the soft skills of resil-ience, team work, focus and taking action. Our aim is to create a team that has pride in themselves and their studies and people who become leaders in their school and the wider community.

OUR MISSION, OUR VISION, OUR IMPACT

11Football Beyond Borders. Annual Report 2016

Outcomes

School attendance increased by 4 days per student per school year

The number of incidents of poor behaviour by participants at school dropped by 20%

10% improvement in teacher assessed Attitude to Learning*

All results are taken from the 2015-2016 school year where we delivered 14 FBB schools programmes. Incidents of bad behaviour are tracked by our partner schools’ internal behaviour monitoring systems e.g. SIMS, Bromcom etc.

*Attitude to Learning is measured by a triangulated pre and post Likert survey

Our missionTo use football to create a more equal and inclusive society in which young people from disadvantaged back-grounds have the opportunity to develop the skills, attitude and character to succeed in education, work and public life.

Our visionFor all young people to feel valued, confident and empow-ered to become active citizens and achieve their goals and for society to provide the oppor-tunities for them to do so.

THE NEED FOR OUR WORK


School exclusion represents a significant setback in a student’s progress through school. For many it can be the point of no return on a pathway to poor literacy and numeracy, unemployment and criminality. After a

period of decline, exclusions are on the rise again with 5,800 permanent exclusion in 2014-15 compared to 4,630 three years ago. Fixed term or temporary exclu-sions rose by 13% over the same period.

While the move to Progress 8 has begun to change this, schools still remain predominantly focused on supporting students to get good GCSEs in Year 10 and 11. This means that students in year 7, 8 and 9 are often overlooked within the school system with OFST-ED describing this Key Stage 3 period as the ‘Wasted Years’ with poor quality teaching and less than expect-ed progress and achievement.

Evidence from organisations including OFSTED, TeachFirst and NPC have highlighted the negative effects this can have on students’ performance at school. Surveys of student engagement show a sharp drop from year 7 to year 9. More seriously, over half of all permanent exclusions are given to pupils aged 13 to 14.

Many interventions which seek to address the attain-ment gap begin from the assumption that a student is engaged in learning, but just needs extra support to thrive. Our experience with many Key Stage 3 students who are struggling is that this assumption doesn’t work. A 2015 Demos report highlighted that students

from low income families are almost twice as likely to think that school is a waste of time than the rest of the student population. In a similar vein, the National Literacy Trust’s 2014 annual survey showed that 20.2% of children say they never or rarely read for enjoyment – with boys twice as likely as girls to say this.

The educational attainment gap is as persistent as it is striking. We believe that football has a significant role to play in supporting young people (pre-dominately boys) from low income backgrounds to engage with learn-ing. Our approach is informed by the evidence of where the need is and by re-search on what strat-egies are effective at delivering sustained improvements in ed-ucational outcomes.

School Exclusion

Key Stage 3

Engagement with Learning

EVIDENCE IN FAVOUR OF OUR WORK


Our curriculum is built around the principle of regular peer led and practitioner led feedback. Our curric-ulum is divided into distinct projects which run for seven weeks. Students work towards the creation of a final product for a real life audience and are required to navigate a series of complex or challenging tasks or goals. Participants work through multiple cycles of drafting, feedback and re-drafting to develop these

final products whilst receiving both peer to peer and teacher feedback at each stage. Our high staff to stu-dent ratio (1:5) enables all students to receive feed-back which is specific, accurate and clear. Both staff and students are provided with the FBB Feedback Framework which gives them the tools and language to emphasise the importance of effort and persever-ance.

Our project schemes are built around a meta-cogni-tive framework designed to provide our participants with the time and tools to develop an awareness of their own learning styles. Participants begin each proj-ect by reflecting on what they already know about the challenge, what they will need to learn, and how they could go about learning this. Equally, each project ends with an evaluation week for participants to reflect

on their learnings and challenges. All participants are provided with Reflective Diaries as part of their core portfolio and are provided with an ‘Exit Ticket’ for foot-ball only once they have spent time evaluating their learning. Our staff development plans also contain a meta-cognitive element and we have found prac-titioners who successfully adopt these approaches develop much more rapidly than their peers.

Collaborative learning is at the heart of our method-ology. All our classes are divided into groups of 4 or 5 participants and one staff member. Participants are then given a project brief and must work together to complete a series of complex tasks in order to pro-duce the final product. The practitioner’s role is to ensure sufficient structure and scaffolding is in place

through a series of well-designed tasks which support participants on the route to achieving their final goal. This will often involve planning specific one to one schemes of work for the less able participants in the group to ensure that they can effectively contribute to the final product.

Each link in our Theory of Change is drawn from an evidence base of approaches which are effective at delivering sustained improve-ments in educational outcomes. In addition, to further ensure the robustness of our approach, we commissioned the educational consultancy, LMKCo, to carry out a review of the evidence base in support of our work.

Feedback (Educational Endowment Foundation +8 months)

Meta-Cognition and Self-Regulation (Educational Endowment Foundation +8 months)

Collaborative Learning (Educational Endowment Foundation +5 months)

OUR APPROACH


‘This is just like school’, ‘Why are we doing this?’ ‘What use is all of this?’, ‘How long until we go out for football?’ These were challenges we heard over and over again from our participants during the last academic year. Our football based curriculum was supposed to address these issues and most of our participants were interested in the content of our sessions reading about Messi & Ronaldo, analysing Pogba’s goal celebrations, etc.

As an organisation committed to addressing issues of disengagement and underachievement, these views were initially surprising and disappointing. We mostly work with students that find school boring but this feedback showed us we were replicating tradi-tional methods that had initially led to this disengage-ment. The feedback was clear, the issue was not our choice of content - our participants turned up every week because they loved football - but the design of our programmes.

We decided that to succeed with this we needed to create an environment that enabled students to want to learn. We reflected that the main issues were:

• Sessions were not differentiated sufficiently to in-clude all learners.

• Learners only gained a surface level understanding of topics.

• There was a lack of an authentic audience for their work.

• Feedback was not a central element and work was rarely re-drafted.

• The majority of the session was focused on the practitioner lecturing and managing the classroom - a lot of conversations were procedural rather than substantive.

We wanted sessions that encouraged deeper learn-ing and mastery of concepts, a personalised curricu-lum and most importantly to put students at the heart of the learning experience. We wanted to offer our participants sessions that were fun and engaging and that made meaningful connections between academ-ic concepts and real world situations. We wanted to provide students with opportunities to learn important academic skills and content while developing ‘21st century work ready skills’ such as problem solving and written and verbal communication.

This led us to an innovation in our educational model shifting towards Project Based Learning (PBL). PBL empowers students to learn through making projects that combine academic content with real world challenges. These projects are not an accessory to the learning, but are at the heart of it. Students have agency, ownership and commitment to a relevant and meaningful project that allows them to use digital tools to take on roles of creators, problem solvers, and learner-teachers working with and alongside peers, practitioners and experts to accomplish something bigger than themselves.

Project Based Learning empowers students to learn through making projects that combine academic content with real world challenges.

LESSONS LEARNT IN 2016

15

• Setting appropriate expectations: 2 hours a week is limited; some schools expect FBB to be an immediate cure for transforming the behaviour of disruptive students. The reality is that many of these students will be weary of any kind of authority figures and will take at least the first term (13 weeks) to develop a relationship based on trust with our practitioners. Trying to rush this process can result in resistance and the young person feeling as though they are a problem that we want to fix. It is import-ant we communicate this to schools early on in the process so that we do not set ourselves up to fail.

• Importance of early interventions: we need to champion the case for investing in young people before they reach 14 years old when the highest number of school exclusions occur. In order to be an effective intervention our practitioners need to have a relationship with the young people when they encounter a heightened degree of behavioural difficulties. Our message to schools interested in our programme is that you need to get year 7 and 8 right and make a good start to school so that Year 11 will take care of itself.

• Integrating into existing structure: of the school; we have to improve our collaboration with existing school staff and the designated officials for student support. Typically we are seen as separate to the school rather than fully integrated into school life. We need to be more proactive in this area and de-velop our credentials to ensure there is greater liai-son with school SENCOs, Head of Years and Welfare Officers.

• We are Educators: FBB staff are neither teachers nor football coaches; we are educators who spark young people’s interest and engagement in learn-ing. We fundamentally support young people with their emotional literacy and social skills so that they feel a sense of belonging, can cope with transitions and setbacks and have the opportunity to develop their leadership skills in a positive manner.

• Rewards are important: but only part of the solu-tion; providing participants with fantastic opportu-nities such as football tours, matches and meeting high profile individuals acts as an incentive and motivates young people to improve their behaviour in the short term. However if these extrinsic rewards are applied in isolation, the long term effects are likely to be minimal. It is paramount that there is a balance between providing external rewards and developing an intrinsic motivation for learning. This will incorporate a model which focuses on the devel-opment of their emotional and social well being for more long lasting impact.

• Balancing act: we face a difficult balancing act to position ourselves and reconcile the demands of public policy (i.e. school attainment), the well being of young people (i.e. their needs and wants) and the principles of youth work (i.e. a voluntary relationship built on acceptance). These different interests can be complementary but are often competing.

We are a learning organisation and a young organi-sation who will always work to improve the quality of our programmes.

Below, we have set out the most significant lessons we have learnt this year on how to deliver pro-grammes which have significant impact.

Key Learnings:


OUR PROGRAMMES

FBB Schools:Our FBB Schools programme exists to transform the attendance, behaviour and attitude to learning of stu-dents who love football but are disengaged at school.

In 2016, we worked with 435 young people at 20 schools. At each of these schools we delivered the following programme:

Weekly Classroom Based Sessions (38 sessions) – The FBB Curriculum is designed to maximise learn-ing and engagement by putting a young person’s passion for football at the heart of their learning. Each half-term contains a different project theme – football commentary, Messi vs. Ronaldo, Dream XI – which is designed to provide students with engaging tasks fo-cused on developing their factual and creative writing skills, their oracy and their reading comprehension.

Weekly Pitch Based Sessions (38 sessions) – The principle of transferability is at the heart of our coaching philosophy. We do not exist to create elite football players, but to develop soft skills in our par-ticipants. We do this by delivering our sessions in a constraints-led approach and player-led environment that is designed to encourage and stress the players’ development of the 5Cs - Commitment, Communi-cation, Concentration, Control and Confidence. Our

coaching methodology is constructed to provide the participants with opportunities for progression of the principles needed in the wider world of Teamwork, Resilience and Leadership - our core values.

Half-termly (6 reward visits) – Reward and enrich-ment visits. Students who show commitment to the programme and who meet their targets for behaviour, school attendance and academic performance are giv-en the opportunity to attend remarkable enrichment opportunities including meeting their football heroes like Arsenal’s Santi Cazorla and Manchester City and Ivory Coast footballer Yaya Toure, attending Premier League and international matches, and going behind the scenes and playing matches at top stadiums like Wembley and the Emirates Stadium.

Annually (1 annual tour) – Annual enrichment and reward tour. Students who meet their targets through-out the year are invited to participate in our annual football exchanges to Scotland and northern England. On these tours, participants stay with, train with and play against professional youth sides along with taking part in unique educational exchanges which include designing and conducting debates with their ex-change partners on divisive issues in football such as racism and making a short film about their visit.


FBB SCHOOLS: OUTPUTS AND OUTCOMES

Outputs

435

Total participants

6

Total Tours

24,360Total contact hours

1,326

Total Delivery Hours

Outcomes

School attendance for participants increased by an average of 4 days per student per school year

The number of incidences of bad behaviour by participants at school dropped by 20%

10% improvement in teacher assessed Attitude to Learning


FBB TV: YOUTH VOICESOur unique youth-led online platform that provides the digital media skills to make young peoples’ voices heard. FBBTV works with participants who are passionate about football and provides them with hands-on skills training and work experience as filmmakers, commentators, journalists, editors and presenters.

We launched our FBB TV: Youth Voices pilot pro-gramme in September 2016. The pilot is a 6 month programme working with 15 participants aged be-tween 13 and 18 and providing them with weekly training in digital media skills delivered by a combina-tion of FBB Staff and experts from our digital partner organisations. Each month, the participants use these producing, editing, presenting and filming skills to make a magazine show ‘Beyond Ballers’ for our FBB TV You Tube channel. All participants also complete a one week placement at one of these digital partners.

15Total participants

29Total delivery hours

319Total contact hours

Made possible by the support of the


FBB WARRIORS

Flagship women’s programme offering free to ac-cess, female-led football sessions aimed at getting young women playing football for the first time. 50 female beginners attended our two female ses-sions at Angell Town and Larkhall Park every week.

56Total participants

62Total sessions

746Total contact hours


TESTIMONIALS AND PARTNERSHIPS


Mr Kingsley, Headteacher, Chestnut Grove Acad-emy: FBB have had a tremendous impact on the academic achievement of our students who are truly motivated by the power of football. We have been blessed with some inspirational coaches who have supported, challenged and nurtured our students in equal measure. Students have focused on their studies and have been encouraged to develop their social skills at the same time. I am committed to continue to work with Football Beyond Borders as it has enabled us to engage with our students in a unique and excit-ing way.

Mr Del Rio, Headteacher, Archbishop LanFranc Academy: FBB have made a tremendous difference in the lives of a number of our most vulnerable students by focusing on the importance of being in school ev-ery day and working hard to achieve targets and real-ise goals. A number of students at threat of becoming persistent absentees have turned around completely and are now keen to be here every day and engage with their learning. The motivational programme which FBB provides focuses not simply on developing sporting skills, but on the wider key-skills needed to be successful in all areas of life. I cannot recommend them highly enough.

Mary Curnock Cook, former Chief Executive, UCAS: FBB is a novel and exciting way to engage youngsters in their learning as well as raising their confidence and skills. It’s led by truly inspiring people who discovered things about their own potential through football.

Alan Evans, Senior Research Consultant to the School of Social Sciences at Cardiff University: Football Beyond Borders is an excellent initiative for supporting underachieving boys. It transforms the learning experience of young people in schools and colleges by strengthening their resilience, increas-ing their skills and developing their discipline and self-confidence. Boys and girls with negative experi-ences of and attitudes to school and its teaching and curriculum routines begin to see themselves different-ly after several FBB sessions.

Paris Wray, Football Radar: Our first year partnership with FBB has so far exceeded all expectations. We were originally exploring the idea of working with a charity that was in keeping with our brand and area of expertise that could also provide active engagement opportunities for our own employees. Partnering with FBB has ticked every single box and more so far and has provided our employees with a range of different projects to be a part of.

Kate Abdo, Sky Sports Broadcaster: I am so, so impressed by the work you guys do. It’s brilliant to see the team you have built so engaged and invested in creating better opportunities for kids who don’t get them by default.

THANK YOU

21

Audrey ReynoldsEwan ArmstrongTom KainHarri ParishMatt RimmerLouis de La Moriniere Thomas Anholt Paul JonesHolly MitchellEliza TurnerTom BurnellWilliam Glasswell Soraya Rowley Lucy RentonSierah MansaraySanaa Qureshi Helen French

Lisa-Theresia RischkeMishi MorathMatt TuckMaria RodriguezJo ReynoldsAngela NolanTim WilliamsJeremy OdameteySandra Kearney Colin BatemanJames BedfordSuzanne BeishonGraham gilbyFreddie WtLaura Parker Nicola RobertsShishir Malhotra

Paul ReynoldsVanessa O’ConnellMark WilsonBilly BeckettEmma Wright Steve SharpeOliver MillsMichael O’ConnellJack ReynoldsJasper HunterNikolas HolttumDan HayesBen SibleyClaudia LiveseyJack BagnallJames DaleBruk AbduStephen Willerton

Lawrence TallisGareth EvansTimesh PillayBambos SofianosKatie HayesKevin ReynoldsTomas Rodriguez PerezSam BrookeIan GethinJohn PelentridesTessa JennettRichard SmithEd HolmesJennife BentleyBill GilbyJasper SchlumpAdam Sheffield

Diego MaciasMarcantonio Catalano GonzagaEmily BrownJakki Gibb Rob FrenchBrenda BatemanJohn CoxKirsty ClydesdaleDuncan HartCharlotte CroweFrederick TickellCallum StruthersEvonne OkaforOwen WilliamsLuke ChambersMargaret Mackay

Archbishop LanFranc AcademyChestnut Grove AcademyHeston Community SchoolLilian Baylis Technology SchoolBeckmead Family of SchoolsFitzallan High SchoolThe Elm Green SchoolSandringham Primary SchoolSt Joseph’s CollegeSt Paul’s Way SchoolHarris Boys Academy – East DulwichHenry Fawcett Primary SchoolGriffin Primary SchoolSt John’s Angell Town Primary SchoolDiscovery Primary School

Paris Wray and everyone at Football RadarAdam Paris and everyone at H&K Strategies and GilletteAnne Skovrider and everyone at HummelSebastian O’Driscoll and everyone at SixYardBox

Cafe FootballMatchpintCopa90

FlamingoDiscovery ChannelJ.P. Morgan

AimiaWePlayMemery Crystal

SportedWalcot FoundationBulldog TrustPaul Hamlyn FoundationEsmee Fairbairn Foundation Aziz Foundation

Children in NeedSport ReliefWandsworth Community FundThe Dispossessed FundLondon Youth

FBB COMMUNITY HEROES

PARTNER SCHOOLS FBB CORPORATE PARTNERS OUTSTANDING CONTRIBUTIONS

FBB CORPORATE PARTNERS

TRUSTS AND FOUNDATIONS


OUR COMMS YEAR


Twitter remains our biggest channel, growing to just under 19,000 in total. Our tweets were viewed 11.47 million times in 2016.

Instagram and Snapchat have become popular FBB channels in 2016 targeting our younger supporters aged from 13 to 25. We have 200 followers on Snap-chat and 7,500 followers on Instagram, Our young people enjoy watching themselves and others on Snapchat and are regularly an important part of our stories, opening their eyes up to the wider FBB family.

On Facebook, supported mainly by local networks, closer supporters and family members our posts were viewed just under 1 million times in 2016, with our

page likes growing by 1,000 to over 4,400 in total. We continue to build a strong bond with our #FBBFamily supporters. 84,000 people viewed our videos upload-ed to Facebook which works together with our FBB TV YouTube channel.

FBB TV is in its 2nd year and racked up 90,000 views on YouTube and attracted headline stories from national media such as the Daily Mail (http://dai-lym.ai/2lPMd18v) and Football Fan Cast (http://bit.ly/2m3EE7t). Our coverage included interviews with Mark Noble, Benjamin Zephaniah, Clinton Morrison and Kate Abdo.

OUR FINANCE YEAR


1,230

Number of individual donors

58%

Increase in income from 2015 to 2016

RESTRICTED VS. UNRESTRICTED INCOME

INCOME SOURCES

Restricted 47%

Core and Programme Grants

28%

Community supporters

22%

FBB Schools 29%

Corporates 15%

Unrestricted 53%

Major Donors

5%

FOOTBALLBEYONDBORDERS FBEYONDBORDERS

FBEYONDBORDERS

FOOTBALLBEYONDBORDERS

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FBBORDERS

annual report 2016 - football beyond...

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