inspiring communities, changing behaviour · 2012-10-31 · • inspiring communities • the power...
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Inspiring Communities, Changing BehaviourA practical guide to delivering local campaigns to change behaviour and benefit young people
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Section 1:Introduction
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Section 1: contents • Foreword• Nationalcontextandbackground• InspiringCommunities• Thepowerofcommunityparticipation• Behaviourchangecampaigns• Behaviourchangeinaction
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Foreword
InspiringCommunitieswasacross-governmentprogrammetoaidsocialmobility.Itempoweredlocalcommunitiestotakeactiontohelptheiryoungpeopleraisetheirambitionsandachievementatschool.Youngpeople,theirparentsandothermembersofthecommunityin15differentneighbourhoodsworkedtogethertodesign,deliverandcontrolspendingonlocalactivities.
Itsupported15neighbourhoodstoworkwithyoungpeople,parentsandtheircommunitiestobroadenhorizonsandcreatenewopportunities.Theaimwastohelpyoungpeopleunlocktheirtalent,boosttheirself-confidenceandgoontobethebestthattheycanbe,tomakeameaningfulcontributiontotheircommunities.InGortoninManchesteronegroupofyoungpeopleorganisedandpublicisedacarnivalforthelocalcommunity,whichwasattendedbyover1,000people.
ThisguideexplainshowInspiringCommunitieshasworkedsofar.Itofferspracticaltipsforanyoneinterestedinrunningsimilarprojectsthatsetouttochangepeople’sattitudesandthewaytheythinkaboutthemselvesandothers(wecallthis
behaviourchange).Thismightbeacampaignlookingatsomethingveryspecific,likepromotingaservice,ormoregeneral,likereducinganti-socialbehaviourorincreasingthenumberofyoungpeoplegettingA*- CgradesatGCSE.
Itaimstohelpyouunderstandtheprinciplesofbehaviourchangecampaignsandshowyouhowtodeliveracampaignthattargetsaparticularaudiencegroup.
Thereareanumberofstagestoabehaviourchangeprogrammeincludingresearching,developinganddeliveringactivities.Thisguideisfullofadvice,hints,tipsandideasforlocalactiontoempowerindividualsandcommunities.Itexplainshowyoucanplan,manageandrunlocalprojectsandoffersguidanceonhowyoucanworkwithpartnerstoachieveresults,andoffersexamplesofsuccessstories.Ithighlightshowyoucanidentifywhatfundingandresourcesareavailabletoyou,howyoucancarryouttheprojectandhowyoucanevaluateresults.
Whateverareayouworkin,abehaviourchangecampaigncanhelpyoutoalterpeople’sattitudesandbehaviourssoastobenefityoungpeopleandthewiderlocalcommunity.
“ I think this campaign to help other people realise and achieve their dreams is great. It will be good to help people get the jobs they want and have a very nice life and be happy.”
Evan Lloyd, aged 13, student and campaign leader for Blackburn with Darwen
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Section 1: contents • Foreword• Nationalcontextandbackground• InspiringCommunities• Thepowerofcommunityparticipation• Behaviourchangecampaigns• Behaviourchangeinaction
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• Foreword• National context and background• InspiringCommunities• Thepowerofcommunityparticipation• Behaviourchangecampaigns• Behaviourchangeinaction
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National context and background
Childrenfromlesswell-offbackgroundstendnottodosowellatschool.Inthemostdeprivedareasofthecountry,onlyaquarterofpupilsachievefiveA*- CGCSEs(includingMathsandEnglish),comparedtoovertwothirdsinbetteroffareas.1Thisalsoaffectstheirfuturechancesineducationandjobs.Indeed,childrenfrompoorerbackgroundsaremorelikelytobeunemployedlateroninlife.2
Wewantallyoungpeopletoreachtheirpotential,regardlessoftheirbackground,andachievinggoodresultsatschoolisanimportantsteponthewaytosuccessinlaterlife.
“ Education allows individuals to choose a fulfilling job, to shape the society around them, to enrich their inner life. It allows us all to become authors of our own life stories.”
Michael Gove MP – Secretary of State for Education. The Importance of Teaching – The Schools White Paper 2010
“ If you don’t start off [...] good and then you become good then people don’t like it and treat you differently [...] like being something you are not.”
Female, year 10, Barnsley
Progresshasbeenmadeinnarrowingthegapbetweenhowyoungpeopledoatschoolinlesswelloffareasandtherestofthecountry.However,educationalachievementstillremainslowerinmoredeprivedareas,wherelimitedexpectations,lowself-confidenceandlowambitionscansometimesstopyoungpeoplefromdoingaswellastheycould.
In2008theCabinetOfficeconductedresearchintotheimpactthatlocalcommunitiescanhaveontheambitionsofparentsandchildren.Theylookedattherolecommunitiesplayinshapingyoungpeople’sattitudesandexperiences–andinimprovingtheirlives.
Thereport’skeyfindingsmakeastrongcaseforcommunity-ledneighbourhoodprojectsforraisingyoungpeople’sambitionsandschoolresults.ThesefindingsledtotheInspiringCommunitiesproject.
Section 1: contents
1DepartmentforChildren,SchoolsandFamilies(DCSF),20072Blanden,Hansen&Machin,2008
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“ The education system should challenge low aspirations and expectations, dispelling the myth that those from poorer backgrounds cannot aim for top universities and professional careers.”
Opening Doors, Breaking Barriers: a strategy for social mobility, April 2011
• Foreword• Nationalcontextandbackground• Inspiring Communities• Thepowerofcommunityparticipation• Behaviourchangecampaigns• Behaviourchangeinaction
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Inspiring Communities
TheresearchthatledtotheInspiringCommunitiesprogrammeshowedthat:• Youngpeople’sambitions,andthoseoftheir
parents,influencetheirsuccessineducationandemployment
• 11-14isanimportantlifestage,whenyoungpeoplemovefromidealistictomorerealisticambitions
• Youngpeoplearemorelikelytodowellwhentheydevelopambitious,achievableplansfortheirfuture
• Parentsarethemostimportantinfluenceonchildren.However,youngpeopleandtheirparentsarealsoinfluencedbythepeopleandplaceswheretheylive
• Youngpeopleneedtobesupportedbyotherpeopleinthecommunityaswellastheirparentstohelpthemachievetheirgoals
• Communitiesmatter–youngpeopleincertaintypesofneighbourhoodarelesslikelytodevelopambitious,achievablegoals
• Lesswealthy,close-knitcommunitieswherepeopledon’tmoveinoroutcanoftenbeplaceswhereyoungpeoplearelesslikelytodevelophigheducationaloremploymentambitions
AsaresponsetothisresearchanewprogrammewasestablishedinApril2009,InspiringCommunities.Itsaimwastogetlocalcommunitiesindeprivedareastosupporttheir11-14yearoldstohelpraisetheirambitionandeducationalachievement.FifteenlocalpartnershipsacrossEnglandwereselectedtorunpilotlearningprojectsthatcouldhelpchangeattitudesandbehavioursintheircommunitiesandimprovelifeforyoungpeople.Thesepartnershipsweremadeupoflocalschools,councils,voluntaryorganisations(suchascharities),youngpeople,aswellaslocalbusinessesandserviceproviders.Beforeapplying,thepartnershipshadalreadydrawnupaprogrammeofactivitiesbasedondiscussionswithyoungpeopleandthecommunity.Thesewentontobefurtherdevelopedandrefinedaspartofthefundingapplicationprocess.
Eachofthe15partnershipscoveredapopulationofaround10,000peopleandcontainedatleastoneareaofhighdeprivation.Theyallproposedprojectstobedeliveredthroughworkingjointlywithlocalpeopleandthecommunity.
Section 1: contents
The 15 successful projects were:
• BowlingandBarkerend,Bradford,Yorkshire
• CentralandHindpool,Barrow,Cumbria
• ColnePrimet,Pendle,Lancashire
• DarwenCentral,BlackburnwithDarwen,Lancashire
• Dresden,NormacotandFlorence,StokeonTrent,Staffordshire
• GortonSouth,Manchester
• HeathWard,BarkingandDagenham,London
• Henbury,Bristol
• KendrayandWorsboughBankEnd,Barnsley,Yorkshire
• Rawmarsh,Rotherham,Yorkshire
• SaxonandAbbeyWards,Thetford,Norfolk
• EastFolkestone,Shepway,Kent
• EastShields,SouthTyneside,TyneandWear
• TheWillows,Grimsby,Lincolnshire
• TongewiththeHaulgh,Bolton,Lancashire
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• Foreword• Nationalcontextandbackground• InspiringCommunities• The power of community participation• Behaviour change campaigns• Behaviourchangeinaction
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The power of community participation
CampaignstochangebehaviourandattitudesonthegroundbeginwithcommunitiesworkingwithBigSocietyvalues,withincommunities.Thesetypesoflocalinitiativesmakeitpossibletotargetspecificgroupsofpeopleandtocommunicatethroughlocalmedia(e.g.press,radio,TV)andorganisations.
Gainingcommunitysupportaroundlocalissuesisacrucialwayofmakingpositivechangehappen–particularlyinareaswhereyoungpeople’spersonalitiesandambitionsareinfluencedbyfamilybondsandcommunityvalues.Community-ledcampaignsalsohelptomakepowerfullocalpartnershipsthathelptospreadmessagesandincreasethesuccessandreachofcampaigns.
Whateveraproject’saimandwhateverissuesitfocuseson,campaignswillbenefithugelyfrominvolvinglocalstakeholdersorinfluencers(peopleworkingintheareaonrelatedissueswhoarelikelytohaveaninterestinthecampaign),aswellasthewidercommunity.
Behaviour change campaigns
InspiringCommunitieswasabehaviourchangecampaign,whichmeansthatitaimedtochangepeople’sattitudestoanissueandbehaviourinthelongterm.
Behaviourchangecampaignsseektounderstandrelevantaudiencegroupsandthendevelopplansthatenablepeopletotakeactionsthatbenefitthemselvesandtheircommunities.
Section 1: contents
There are four key stages to behaviour change campaigns. These are:
1. Researching and understanding your audience and issueGainingaudienceunderstandingthatyoucanusetodeveloptheproject,identifybarrierstosuccessandidentifytherightwaystoreachtheaudience.
2. Developing and testing your plansPuttingtogetheraprojectplanandsettingtargetsandtimescales;developingkeymessages(messagesthatyouneedyouraudiencetohear)andwaystoraiseawarenessofyourprojectandensurethattherightpeoplesupportit.Thismeansworkingwithlocalstakeholdersandthetargetaudiencetotesttheeffectivenessandcredibilityofyourideas.
3. Delivering your projectUsingtheprojectplantoputyourideasintoaction;ongoingconsultationandengagementwiththetargetaudiencetomakesuretheprojectishittingtherighttone(thewayyousaythings)andreachingtherightpeople.
4. Evaluating your effortsAttheendofyourcampaign,findingouthowsuccessfulyourprojecthasbeenandlookingatwhatbehaviourhaschangedasaresultisveryimportant.Youcanalsousewhatyouhavelearnedtodevelopfuturecampaigns.
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• Foreword• Nationalcontextandbackground• InspiringCommunities• Thepowerofcommunityparticipation• Behaviourchangecampaigns• Behaviour change in action
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Case study: Tower Hamlets
Behaviour change in action – Smoking in Tower Hamlets
In2007around37%ofpeopleintheLondonBoroughofTowerHamletssmoked,comparedtothenationalaverageof24%.Atthattime,itmeanttherewereapproximately68,000smokersinthearea.NHSTowerHamletswantedtoreducethenumberofpeoplesmokingandencourageover2,000peopletoquit,particularlyfocusingonBangladeshimen.
ThePrimaryCareTrustcommissionedForster,aspecialistbehaviourchangeagency,tohelpthemwiththischallenge.Theybeganbyresearchingpotentialtargetaudiences,andthroughthisresearch,refinedthetargetaudienceforachievingchangeasBangladeshimenaged35-55.Thisgroupwaschosenastheresearchrevealedthemtohavethegreatestlikelihoodtochangetheirbehaviour,andtobetheaudiencewithmosttogainintermsofhealthbenefits.
Followingin-depthconsultationwithlocalstakeholders,thekeyissues,themesandbarrierstosuccesswereidentified.ThePrimaryCareTrustdecidedthatateameffortwithlocalinfluencerswouldbethemostsuccessfulwaytomakechangehappen,sotheysetupasteeringgrouptoco-ordinateactivityintheBangladeshicommunity.ThisgroupincludedrepresentativesfromlocalNHScommunicationsteams,tobaccocontrolteams,mediaassociations,residentgroupsandthosealreadyusingthestopsmokingservices.
ToencourageBangladeshimentoseeandrelatetothecampaign,informationmaterialsweredistributedinplacesrelevanttothem,suchascommunitycentres,mosques,shops,barbershopsandrestaurants.Communitybasedadvice,eventsandmediaactivitieswerealsousedtoreinforcethecampaign’sstopsmokingmessages.
Followingthetwo-monthcampaignperiod,evaluationshowedthatthenumberoftargetaudiencememberssetting‘quitdates’hadincreasedby45%from603in2007-08to1,104in2008-09,andthenumberofpeopleclassedas‘non-smokers’(ifsomeonehasstoppedsmokingforfourweeks,theyareofficiallyclasseda‘non-smoker’accordingtoGovernmenttargets)hadincreasedby36%.
Section 1: contents
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Section 2:Research
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Section 2: contents Stage one – Researching and understanding your audience and issue
• Identifying programme objectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviour
andunderstandingfeelings
• Interviews• Theresults• Doingityourself• Researchmethods• Researchinaction
Stage one – Researching and understanding your audience and issue
Abehaviourchangecampaignaimstochangethewaypeoplethinkandfeelaboutanissueandhasfourkeystages.Theseare:1.Researchingandunderstandingyouraudience
andissue2.Developingandtestingyourplannedactivities3.Deliveringyourproject4.Evaluatingyourefforts
Thissectioncoversstageone:Researchingandunderstandingyouraudienceandissue.
Identifying programme objectives (what you want to achieve)
Forabehaviourchangecampaigntobesuccessful,itisimportanttohaveathoroughunderstandingofwhoitisyouaretryingtoreachandwhatitisyouwanttoseechangeasaresult.
Beforegettingstarted,thefirsttaskwillbetosetsomeobjectivesandgoals,outliningwhatyouwanttoachieveandwhy.Forinstancethiscouldbetoincreasethenumberofpeopleinemploymentinthearea,ortoincreasethenumberofyoungpeopleachievinggradeA*-CatGCSElevel.Settingtheseobjectiveswillhelpwithplanningwhatneedstobedoneandprovideausefulreminderforyouthroughoutthecampaign.
Forthe15InspiringCommunitiespartnerships,settingobjectivesandidentifyingtargetswasakeypartoftheirapplicationsforfunding.TheyalsohadtoshowhowtheirobjectivesmetthecoreaimoftheInspiringCommunitiesprogramme–toraisetheambitionsandeducationalresultsofyoungpeopleintheircommunities,andnarrowtheachievementgapbetweenpupilsreceivingfreeschoolmealsandotherpupils.
“Setting clear objectives from the start helped us to identify where support was needed most and made sure we were aiming the right activities at the right group of people.”Rebecca Cronshaw, Neighbourhood Manager, Pendle Borough Council
“We set some really clear aims for our campaign, which are all mapped against the overall Inspiring Communities objectives. We want to ensure that parents and schools enjoy more constructive relationships, young people engage in more community-focused positive activity, employment opportunities for adults and young people improve, police and young people work together to reduce youth crime and the community becomes more proud of its young people.”Ruth Ibegbuna, Inspiring Communities campaign lead, Gorton
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Section 2: contents• Identifyingprogrammeobjectives• Identifying and reaching the target audience – Group discussions – Observing people’s behaviour
and understanding feelings
• Interviews• Theresults• Doingityourself• Researchmethods• Researchinaction
Stage one – Researching and understanding your audience and issue
Identifying and reaching target audience
ResearchtounderstandaudiencesbetterwasakeypartoftheInspiringCommunitiesproject.Researchwascarriedoutinthe15pilotareastobuildontheexistingdataandinformationheldbyorganisationsineacharea.Tomakesureeachareawouldhaveaccurateinformationabouttheyoungpeopleandparentsintheircommunities,anindependentresearchfirm,theBritishMarketResearchBureau(BMRB),wascommissionedtocarryoutresearchintotheattitudes,viewsandambitionsofyoungpeopleandtheirparents.TheBMRBalsolookedatbarrierstoachievement,localopportunitiesandcurrentresourcesineachofthe15areas.
Thisworkwasneededtosupporttheworkofthebehaviourchangeagency,Forster,whohadbeencommissionedtosupportthedesignprocessofeachofthe15areasprogrammesandoverseethebehaviourchangestrategy.ItwasenvisagedthattheywouldusethefindingstoworkwitheachpartnershiptocreateaplanforeachInspiringCommunitiesarea.
Theresearchteamcompletedextensiveresearchwithineachofthe15communities.Thiswasconductedoveranumberofdifferentstagesandusingavarietyofresearchtechniques.
Group discussionsThefirststagewastospeakwithyoungpeopleandtheirparentsineachoftheareastogettheiropinionsandviewsonwheretheylive.Thiswasdoneviaseveraldiscussiongroupswhereyoungpeoplewereaskedtodiscussandexplorevariousideasandattitudes.Itwasalsoimportanttoensurethatthegroupsrepresentedthewholecommunity,sotherewereamixofboysandgirlsfromdifferentethnicbackgroundsinanumberofgroups.
Twodiscussiongroupswerethenconductedwithparents.Ineachgroupeightparentswerebroughttogethertodiscussandexploretheirownhopesandconcernsfortheirchildren–aswellastotalkaboutsomeofthethemesandfindingsthathadresultedfromthesessionswiththeyoungpeople.
Observing people’s behaviour and understanding feelings Thegroupdiscussionswerefollowedbyresearchtofindoutmoreabouttheyoungpeopleandwhotheylistentoandrespect.Thisinvolvedstudyingtheyoungpeople’sbehaviourintheirownhomesandcommunities.Theresearchersalsowantedtofindoutaboutlocalnetworksandfriendshipgroups(whotheyhangoutwithandwhy).Theyoungpeoplewerealsoaskedtofillinscrapbooks,givingthemaprivateandfunwaytoexpresstheirthoughtsandfeelings,helpingresearcherstofindoutmoreabouttheirhopesandfearsforthefuture.
Figure 1: Places I’d like to go to one day.OneyoungpersoninEastShieldswantedtogotothebeachandhadneverbeen,eventhoughit’sonlyhalfamileaway.
Figure 2: What success looks like.Oneresearchparticipant’sviewofwhatsomeonewhodoeswellinschoollookslike.
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Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviour
andunderstandingfeelings
• Interviews• Theresults• Doingityourself• Researchmethods• Researchinaction
Stage one – Researching and understanding your audience and issue
In-depth interviews with high achievers
Inordertoprovidesomebackgroundtotheresearch,anumberofinterviewswereconductedwithyoungpeoplewhoweredoingparticularlywellinschool.Ineacharea,fourchildrenfromsimilarsocio-economicbackgroundstothosewhotookpartintheoriginaldiscussiongroups,andwhowereexpectedtodoparticularlywellatschool,wereinterviewedtocomparetheirthoughtswiththoseofthemaindiscussiongroups.Thesechildrenwereallaged11-14andwereidentifiedwithhelpfromlocalschools.
Interviews with local influencers
Thefinalpartoftheresearchinvolvedaseriesoftelephoneandfacetofaceinterviewswiththewidercommunity.Thesewerewithbothpeoplewhodirectlyknewthechildreninvolvedinthestudy,suchasteachersandyouthworkers,andthosewhohadimportantbutmoredistantroles,suchaslocalauthorityrepresentatives,charityworkersandlocalbusinesspeople.
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Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviour
andunderstandingfeelings
• Interviews• Theresults• Doingityourself• Researchmethods• Researchinaction
Stage one – Researching and understanding your audience and issue
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Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviour
andunderstandingfeelings
• Interviews• The results• Doingityourself• Researchmethods• Researchinaction
Stage one – Researching and understanding your audience and issue
The results
Theresearchfromacrossthe15partnershipswascollatedtoprovideanationalpictureofthetoptenbarriersstoppingyoungpeoplereachingtheirambitionsandachievingmoreatschool.Thesewereidentifiedas:
1. Lack of roadmap and destinationYoungpeoplewereunsureofwhattheywantedtodowhentheywereolder,andiftheydidhaveanidea,didn’tknowhowtogetthere.Youngpeoplealsofelttheyhadenoughtoworryaboutinthepresent,anddidn’thavetimetothinkaboutthefuture.
2. Lack of self-confidence to stand outTheresearchidentifiedthatyoungpeopleandtheirparentslackedself-confidenceandwerescaredofdoingthingsthattheyhadn’tdonebefore–believingthatitwouldbebetternottotry,thantotryandfail.Someyoungpeoplewerealsoworriedthatdoingwellinschoolwouldmakethemstandoutfromtheirfriendsandappeardifferenttothem.
3. Actual geographySomeareaslackedregularandaffordabletransport,andasaresultyoungpeopleweremorelikelyto‘stayput’andmissoutonopportunities.
4. Perceived geographySomepeoplethoughtthatevenshortdistancesweretoofartotravelforactivitiessuchassportsandclasses.However,theydidn’talwaysthinkthesamewayiftheyweretravellingthesamedistanceforotherleisurereasons,suchasshopping.
5. Economic deprivationPeoplestatedthattheydidn’tbelievetheycouldaffordtotakepartinactivities.
6. Lack of ‘people precedent’Theresearchhighlightedthatyoungpeopledidn’thavemanypositiveexamplestofollow,andthereforecouldn’trelatetosuggestionsandguidanceoncareerandeducationchoices.
7. Space and safetySomepeoplefeltthatitwasn’tsafetoentercertainpartsofthecommunity.However,theseopinionsweren’talwaysbasedonfact,butratherpeople’sperceptionsofwhatwashappeningtheirarea.
8. Parental passivityManyoftheyoungpeoplewhotookpartintheresearchbelievedtheirparentsweren’tbotheredorinterestedintheireducation.Theresearchwithparentsshowedthatthisrelatedtoalackofconfidenceandinvolvementwiththeeducationsystemthemselves.
9. Disconnect with (academic) educationYoungpeopledidn’tunderstandtherelevanceofcertainsubjectsatschool,astheydidn’tknowwhytheywouldbeusefultotheminthefuture.
10. Ethnicity and cultural dutiesThiswasparticularlyfoundinsomeBlackandMinorityEthnic(BME)families,whereyoungpeoplefeltthattheirfamilydutiescouldpreventthemfromreachingtheirgoals,particularlyiftheywereexpectedtostayclosetohome.
The15partnershipsusedthesefindings,alongsidetheirowndata,torevisetheiractivityplansandidentifyrelevantchannelsforcommunicationandwaystoapproachtheiraudience.Theoutcomesaredemonstratedinthecasestudies.
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Case study: Henbury
HenburyissituatedinNorthBristol.Itisadeprivedareawithlotsofsocialhousingandthecommunityissomewhatdividedduetothedesignoflocalinfrastructuresuchasroadsandparks.
Thetargetaudienceresearchshowedthatyoungpeoplehadverynarrowhorizonsandkeyreasonsforthiswerethattheywereunsureaboutwhatstepstheyneededtotaketoachievewhattheywantedandlackedpositiverolemodelstofollow.Furthermore,theresearchrevealedthatmanyparentsweredisconnectedwiththeirchild’seducation,andthislackofsupportwasstoppingtheyoungpeoplefromthinkingabouttheirfuturesuccessandlookingatoptionsoutsideofthelocalarea.Morepositively,theresearchalsofoundthatparentswantedtosupporttheirchildreninachievingmoreinthefuturebutdidn’talwaysknowhow.
SueTunstall,campaignleadforHenbury,said:“Theresearchfindingsledustochangeourprogrammetoincludemoreactivitiestohelpyoungpeoplefindtheirdirectionandplantheirfuture.Weareproactivelyengagingparentsinthisprogrammeaswell,throughactivitiessuchastheCommunityMediaClub,whereyoungpeopleandparentsworktogethertomakefilmsabouttheirpossiblefuturesandthedeploymentofAttainmentAdviserswhoworkinparallelwithbothchildrenandtheirparentstodevelop‘routemapping’skills.Thisensuresthatit’snotonlytheyoungpeoplewhobenefit,butparentsalsohavetheopportunitytoincreasetheirself-confidenceandknowledge.”
“ The customer insight research and working with the BMRB and Forster helped us think through the issue around parents wanting to help their children achieve but often not knowing how. This led us to develop activities in our programme aimed directly at raising parents’ own aspirations and self confidence so they can support their children in taking advantage of opportunities and make positive, informed choices.”
Steve Robson, Neighbourhood Manager, Barrow Borough Council
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Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviour
andunderstandingfeelings
• Interviews• The results• Doingityourself• Researchmethods• Researchinaction
Stage one – Researching and understanding your audience and issue
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Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviour
andunderstandingfeelings
• Interviews• Theresults• Doing it yourself• Researchmethods• Researchinaction
Stage one – Researching and understanding your audience and issue
Doing it yourself
TheInspiringCommunitiesnationalfindingsmaybeusefulbackgroundforyourprojectbutlocalinsightisvitaltomakesureyourcampaignisrelevantandtargetedtoeachofyouraudiencegroups.Itisusuallybesttocarryoutyourownresearch.Thiswillhelpyoutounderstandyouraudienceandwillensurethatthecommunityisinvolvedintheprojectfromtheoutset.
Beforeyoustart,checkwhatresearchhasalreadybeendonelocally.Forinstance,yourlocalauthorityorPrimaryCareTrustmaybeagoodsourceofinformation.Theycouldalreadyhaveresearchanddataonyourarea,whichyoucouldaccess–potentiallysavingyoutimeandmoney.
Someoftheareasthatyoucouldexploreinyourresearchinclude:• Whereandhowareyourtargetaudienceliving
theirlives?Whataretheirbiggestconcerns?Whatdotheyspendtheirtimedoing?
• Whatarethemaininfluencesonyourtargetaudience(e.g.friends,parents,TV,magazines,websites)?Thiswillhelpyoutodevelopyourplansandcommunicatewithyourtargetaudience.
• Wheredothey‘hangout’?Whatdotheydo?Wheredotheygo?
• Whataretheirattitudestowardstheissueyouareresearching?
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Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviourand
understandingfeelings
• Interviews• Theresults• Doingityourself• Research methods• Researchinaction
Stage one – Researching and understanding your audience and issue
Research methods
• Desk research–thisisagoodwaytostarttheresearchprocess.Itwillprovideyouwithcrucialinformationonyourtargetaudienceandachancetoseewhatprojectshaveworkedwellinotherareas.Yourdeskresearchcouldincludeexploringothernationalandlocalbehaviourchangeprojectsandhowthesewererun.Deskresearchwillhelpyoutobuildapictureofwhoitisyouneedtotarget,andhelpyouidentifywhoneedstobethefocusofyourbehaviourchangeactivity.Italsoensuresthatyoumakethemostofalltheknowledgeandinformationyoualreadyhave.Newspaperandlocalauthoritywebsitesareagoodplacetofindfactsandfiguresaboutyourcommunity.
• Interviews with key members of the community–you,yourcolleaguesandotherpeopleworkingintheareahavevaluableknowledgeandinsights.Itisreallyimportantthatyougatherinformationearlyoninyourproject.Youcandothisthroughformalinterviewsorinformaldiscussions,facetoface,overthephoneorbyemail.
• Focus groups–theseareagoodwayoflisteningtotheviewsofanumberofpeopleatonce.Focusgroupsaregroupsofaround6-12peoplewhodiscussaparticularsubjectinarelaxedenvironment.Oneortwopeople(calledfacilitators)willleadthesession,askingthegroupquestionsonthesubjecttheyareresearching.Discussionsaregenerallyopenandhonest,withnorightorwronganswers.Tohelpensurethatpeopleattend,andifyouhavebudgetavailable,itcanbeusefultoofferparticipantsasmallincentive(gift)tothankthemfortakingpart,perhapsavoucher.Ideallythegroupshouldtakeplaceinafamiliarandeasilyaccessiblesetting,suchasacommunitycentreoryouthclub,sothatparticipantsfeelcomfortableandcangettherewithoutdifficulty.
• One to one interviews –interviewswithindividualscanhelpdevelopyourunderstandingofaparticularissueandgiveyoutheopportunitytoexploreindetailanycentralthemesraisedinfocusgroups.Interviewscanbedoneoverthephoneorfacetoface.Theyareagoodwayof
talkingtopeoplewhomightfinditdifficulttoattendagroupsession:forexamplepeoplewithcaringresponsibilitiesorlimitedabilitytotravel.
• Street surveys and questionnaires–thesecanbeusedtobuildonwhatyou’velearnedinthefocusgroupsandinterviews,andareawayoffindingouttheopinionsofawidergroupofpeoplefromthecommunity.
Figure 3: A ‘map’ of all the people in my life.Ayoungperson’sdiagramofalltheimportantpeoplethatmattertothemintheirlife.
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Case study: South Yorkshire
Research in action – Raising aspiration among children and young people in South Yorkshire
ChildrenandyoungpeopleinSouthYorkshireappeartohaveloweraspirationsthantheircounterpartsinmanyotherpartsofthecountry.
In2009thelocalauthoritiesandhealthauthoritiesofBarnsley,Doncaster,RotherhamandSheffieldcametogetherwithSouthYorkshirePoliceandSouthYorkshireFireandRescuetotestanewapproachtoimprovingthelivesofyoungpeopleacrossthesub-region.
Thefirststepfortheprogrammewastoconductresearchora‘scoping’exercisetoinvestigatethemotivationsandbehavioursofchildrenandyoungpeopleinthearea,explorewhataffectstheiraspirationsandtoconsiderhowthepartnerscouldworktogetherinamoreeffectivewaytoraisethem.
Thisresearchincorporatedanumberofdifferentmethods.Itincludedareviewofallexistinggoodpractice;areviewofexistingprovisioninSouthYorkshireandextensiveconsultationwithchildrenandyoungpeopleandtheirparentsandcarers,whowereidentifiedasakeyinfluenceonchildrenandyoungpeople’saspirations.
ResearchwiththetargetaudiencewasconductedinBarnsley,Sheffield,DoncasterandRotherhamandincluded:• Interviewswithstakeholderstoreview
existingservicesandunderstandsomeofthemajorchallengestoincreasingaspirationintheirregion
• Focusgroupswithchildrenandyoungpeople• Focusgroupswithparentsandcarers• Acommunityconsultationeventwith
childrenandyoungpeople,parentsandcarersandkeystakeholders
• Astreetsurveyof200parentsandcarers• Anonlinequestionnairethatwasfilledout
by178childrenandyoungpeople
Keytothisprocesswastoensureawiderepresentationofchildrenandyoungpeopleandparentsandcarersfromeacharea.Thiswasachievedthroughformingstrongcontactsincommunitiesandusingtheirlocalknowledgetorecruitfocusgroups.
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Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviour
andunderstandingfeelings
• Interviews• Theresults• Doingityourself• Researchmethods• Research in action
Stage one – Researching and understanding your audience and issue
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Section 3:Development
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Section 3: contents• Using your research• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Stage two – Development
Thesecondstageofabehaviourchangecampaignisdevelopment,whereyouusefindingsfromtheresearchphasetostructureasuccessfulcampaign.Thisphaseinvolvesbuildingrelationshipswithlocalinfluencersandthewidercommunity,planningtheactivitiesyouaregoingtorunandsettingtimescales.Developmentalsoincludesfurtherworkandconsultationwithyourtargetaudiencetotestyourplans.Thisistoensureyourideaswillengageandinterestthem.
Using your research
Akeypartofanybehaviourchangeplanistounderstandwhatmightbestoppingyourtargetaudiencefromtakingtheactionyouwantthemto.Oneofthemainaimsofyourresearchshouldbetoidentifywhattheseobstaclesare.Youcanthenbegintothinkaboutappropriatewaysofhelpingthemtochange,throughmessages,communicationsmaterialsandchangestoservices.
Ausefulexerciseistolookatthebarriers(orproblems),thataroseduringtheresearchphaseandthenthinkabouthowyouwouldovercomethesebarriers.Asanexample,thefollowingtableshowssomeyoungpeople’sattitudes,whichcameaboutthroughInspiringCommunitiesresearchtowardsanti-socialbehaviourintheirarea,andsuggestionsforhowyoucouldtackletheseproblemstopositivelyinfluencetheirthinking.
Barrier Exchange
It’salotoffussaboutnothing–itreallydoesn’tmatter
Crime/anti-socialbehaviourinyourtownistakenseriously–aconvictionforanti-socialbehaviourcouldresultinajailsentence
Everyonedoesit Actually,thevastmajorityofpeopleinyourtowndon’tcommitcrime/anti-socialbehaviour
Idon’treallycare–it’snothingtodowithme
Ifyou’relettingitgoby,you’repartoftheproblem–youneedtostandupforwhatyouthink
It’snotlikethere’sanythingelsetodo
There’salothappeninginyourtownatthemoment–talktoustofindoutmore
Ijustwanttobeleftalone
Everyonehasacontributiontomakeintheirownway.Becominginvolvedcanbegoodfunandrewardingandyoucouldmakeadifference
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Section 3: contents• Using your research• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
“ We realised that in order to achieve our overall aim of improving educational performance in The Willows and West Marsh we needed to look at each of the identified barriers and establish how they impact young people before deciding on the best activity to overcome them. For example, one barrier was that young people did not have the skills and knowledge to set and reach goals. This can lead to a level of defeatism or unrealistic expectations. Our response includes seeking to identify mentors from among those who have progressed in education locally. We want to see what impact it makes having these mentors supporting and encouraging young people and modelling different possible future options for them.”
Canon Peter Mullins, local parish priest and Community Champion for The Willows and West Marsh, Grimsby partnerships
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Section 3: contents• Usingyourresearch• Behaviour change theories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Behaviour change theories
Behaviouralchangetheoriesexplainthereasonsbehindchangesinindividuals’behaviouralpatterns.Itcanbehelpfultolookatthedifferenttheoriesofbehaviourchangetohelpinformtheactionyoutake.ThethreetheorieslistedwereallusedinInspiringCommunitiestounderstandhowneighbourhoodsmighttakeactiontochangebehaviour.
Social Norms TheoryMisunderstandingwhatotherpeoplearedoingcanembednegativebehaviours.Forinstance,ifsomeonebelievesthatthe‘norm’istonotdowellatschool,theywillapplythistotheirownbehaviour.Showingpeoplethatthisisn’tthe‘norm’canchangetheirattitudetoeducation.
Social capitalUsingexistinglinksandassetssuchaspropertyandbuildings(i.e.schools,communitycentres)canhelppeopletotakeaction.Itiseasiertobringaboutpositivechangeinanareathathasastrongsenseofcommunityandpositivesocialnetworks.
Goal settingSettingrealisticandspecificgoalscanhelppeoplebringaboutchange.InInspiringCommunitiesitisimportantthatthetargetaudienceareaskedtodosomethingthattheycanrealisticallyachievebygivingthemaparticulargoaltoaimfor(e.g.achievingaGCSEgradeA*-Cinaparticularsubject).
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Section 3: contents• Usingyourresearch• Behaviourchangetheories• Working with the community
and building partnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Working with the community and building partnerships
Yourcampaignmaybemorelikelytosucceediflocalpeoplefeelthatthey‘ownit’.Itisimportantthatthecommunity,includingyoungpeople,areinvolvedindesigninganddeliveringtheprogrammeoflocalactivitiesasshowninthecasestudies.
AlsovitaltotheInspiringCommunitiesprojectisjoiningupwithkeyplayersinthelocalcommunity.
Workingwithstakeholdersiscriticaltothesuccessofyourcampaign.Buildingpartnershipswithrelevantpeopleandorganisationsenablesyoutoopenupnewwaysofreachingyourtargetaudienceandprovidesyouwithextrasupportandbackingtodeliveryouractivities.
Localinfluencersandcommunitymembersknowandcareabouttheirarea.Theyarelikelytoshareyourideasandenthusiasmandmaybekeentosupportyourefforts.Therelationshipsyoubuildcanalsohelpensurethatyourprojectisasuccessinthelongertermandwillhelpyoudeliveranyfuturecampaigns.
Theresearchyoudoaspartofstageonewillhelpyouidentifythekeypeopleyoushouldbeworkingwith.Thesecouldinclude:• Children’strustsorcentres• Primaryorsecondaryschoolsorteachers• Sixthformorfurthereducationcolleges
oruniversities• Neighbourhoodmanagementteams• Localbusinesses• Police,youthoffendingteams• Healthservicesorsocialservices• Learningandskillscouncilsandjobadvisors• Voluntaryorganisationsandotheryouth
organisationsandgroups
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Section 3: contents Stage two – Development
• Usingyourresearch• Behaviourchangetheories• Working with the community
and building partnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Case study: East Folkstone
TheEastFolkestoneTogetherprojectharnessesthepowerofcommunityandincludeseveryone,bothyoungpeopleandadults,inacampaigntoincreaseopportunitiesforall.Thepartnershipisengagingthecommunityinarangeoffunactivitiestoencourageparticipationintheprogramme.Theyareworkingcloselywith11to14yearoldsandtheirparentstoinspirethemtothinkaboutnewpossibilitiesforthefuture.Theyarealsotargetinggroupsthatoftenmissout,suchasthemigrantcommunity.Activitiesareseekingtocelebratelocalculturesandthehistoryoftheneighbourhood.
ThestrongpartnershipstructurewithlocalstakeholdersthatwasinplacethroughEastFolkestoneTogetherhighlightsthebenefitsofworkingwitharangeoflocalinitiativestoentrenchthecampaignwithinacommunity.Thisensuredallrelevantpartieswereinvolvedintheplanninganddesignoftheproject.
AndreaBennett,InspiringCommunitiesTeam,EastFolkestone,said:“Ourprojectisstrengtheningnetworksbybeingfirmlyrootedwithinthelocalcommunity.EastFolkestoneTogether,aneighbourhoodpartnership,isleadingtheproject,andwillworkcloselywithlocalschoolsandprovidersofyoungpeople’sservicesinprogrammedelivery.YoungpeoplearebeingdirectlyinvolvedinthedesignofsomeprojectactivitiesthroughanexpandedCommunityPanelthatmeetsregularlytoguidethedevelopmentoftheprogrammeandworktowardssustainability.”
“ It was important to us to ensure that the Programme Partnership Board had representatives from across the neighbourhood. We therefore invited a variety of community representatives such as councillors, teachers, police officers and individuals from a range of faiths to be involved from the start of the project. The members contributed to the consultation, development, write up and submission of the funding bid and have agreed to stay involved for the duration of the project and beyond.”
Nasim Qureshi, Director, Inspired Neighbourhoods, Bradford
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Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planning your programme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Planning your programme
Onceyouhavegatheredinformationaboutyourtargetaudience,analyseditanddecidedwhatitisyouwanttoachieve,itistimetostartdevelopingmoredetailedactivityanddeliveryplans.
ThepartnershipsalsohadtoshowhowtheactivitiestheyweresuggestingfitintothefourcoreaimsoftheInspiringCommunitiesprogramme,whichwereto:• Broadenyoungpeople’shorizons• Provideadviceandinspirationtoyoungpeople• Raiseparents’ownaspirationsand
self-confidence• Developstrongnetworksofpeoplein
communities
Whenyougettothisstage,oneofthefirstthingstodoisdecidewhatkeytasksandactivitiesyouneedtocarryout.Youractivitiesshouldbeplannedaccordingtothekeyissuesandbarriersidentifiedfromyourresearch.Forinstance,theInspiringCommunitiesresearchshowedthattherewasalackofpositiverolemodelsforyoungpeopleinall15areas.Anactivitytoaddressthismightbetoinvitelocalresidentsorprofessionalsintheareatotalktoschoolpupilsaboutjobprospects.
WithintheInspiringCommunitiesprogramme,someoftheotheractivitiesthatwereproposedincluded:• Leisureactivities,suchasdance,artsand
sports,tobuildself-esteemandconfidenceandprovideyoungpeopleandtheirparentswithsomethingfuntodoasafamily.
• Educationandtrainingadviceforyoungpeopletohelpthemdecidewhattheywouldliketodointhefuture–thisincludedworkplacements,volunteering,coachingoninterviewskills,andconfidencebuildingexercises.
• ParticipatingbudgetingincludingDragon’sDenandTheApprenticestylechallenges.
• Activitiestohelpparentstoreturntolearningandequipthemwithnewskillsandbuildtheirconfidence–includingmentoringandITtraining.
• Recruitmentofparentsupportadviserstohelpparentswhosechildrenhavebeenexcludedfromschoolbybuildingtheirconfidencetodealwithissuesthemselvesandworkingwiththemtoidentifyappropriatehelpandsupport.
• Inter-generationalvolunteeringsuchasyoungpeopleorganisingachristmaspartyforanolderpeople’sgroup.
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Section 3: contents Stage two – Development
• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planning your programme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Case study: Barnsley
Kendray&WorsbroughBankEndaretwoneighbourhoodsinBarnsley,traditionallyaminingtownthathasseenindustrialdeclineoverthelast25years.Thelocalcommunityischaracterisedbyalackofopportunityforemploymentandgeneralsupportforyoungpeople.Alackoflocalrolemodelsandnegativeperceptionsaboutthebenefitsofeducationhavebeenreducingsomeyoungpeople’sideasofsuccessinthelocalcommunity.Youngpeopleandtheirparentsalsolackedconfidencewiththeirliteracyskills.TheBarnsleyPartnershipfocusedactivityaroundthenewlyopenedBarnsleyAcademy.Itsinitialplansfocusedonwaysofmotivatingandinspiringyoungpeople,throughinitiativessuchasane-portaltorecordpupils’achievements.Aftertalkingtotheyoungpeopleandparentswhowouldpotentiallyparticipateintheprogramme,itbecameapparentthatparentalengagementwasanequallyimportantissueandthatthis
wasnotfullyaddressedintheoriginalplan.Theprojectteamrevisedtheplanandcameupwithadditionalstrategies.Newprogrammesfocusonyoungpeopleaswellastheirfamilies.Youngpeoplearebeingprovidedwithmentorsandcoaches.Thee-portalideahasbeenrefinedtoprovideatoolforyoungpeopletouseinconjunctionwiththeirmentors.Aprojectspecificallytoengageparentshasalsobeendeveloped.Thiswillincludetherecruitmentofaparentsupportadviser,personalisedfamilyinformationandadviceandguidancesessions.Thecommunityhasachievedsomefantasticresultsalready,helpingtoopenaccesstouniversityandbuildcommunitysupportforyoungpeople.
DaveBerry,campaignleadforthepartnership,said:“Theinsightreallyhelpedustorefineourplansandmakesurethatwewerefocusingonthepeoplewereallyneedto.Goingforward,we’relookingatwaysoftargetingouractivitytogroupsofparents
andyoungpeople.Furthermorewe’rereallykeentomakesurethattheknowledgewe’vegainedsofarhasalifelongerthantheprojectandcarriesonbuilding.Ifwecangrowtheconfidenceandskillsofparentsinthearea,wewillbeinamuchstrongerpositiontohelpyoungpeopleachieveeverythingtheycaninlife.”
“ It was very important for us that all our plans reflected and addressed the needs of the whole community. The research gave us the opportunity to re-focus our plans so we could do everything we could to tackle each of the challenges raised. Using this insight has made us more able to help young people to aspire and plan for the future, and also help their parents to share in the journey to make those goals a reality.”
Dave Berry, campaign lead for the Partnership
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Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
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26
Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Project management
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Project management
Astrongprojectmanagementstructureisvitalinanybehaviourchangecampaign.Itwasimportantforthepartnershipstoshowdetailedplansofhowtheirprojectsweregoingtobedelivered,andhowthisprocesswasgoingtobemanaged.Asaresultallofthepartnershipsappointedacampaignleader,(similartoacommunityorganiser)tobethepublicfaceoftheprogrammeandtakeanoverallleadershiproleindesigninganddeliveringthecampaign.Thecampaignleaderwasgenerallyafigurewithlocalinfluence,suchasaneighbourhoodmanager,headteacherorlocalbusinessleader.
Thepartnershipsalsoneededtohaveanaccountablebody,anorganisationresponsibleforadministeringandreportingonthefunding,andaprojectco-ordinatorsuchasalocalauthority,acharityoraschool.
Projectmanagementalsoinvolvedidentifyinganypotentialrisksassociatedwiththeirprogramme,anddetailinghowthesecouldbeaddressed.
Someoftheserisksincluded:• Partnersnotgettinginvolvedwith
thecampaign• Youngpeopleandfamiliesnotfinding
outaboutthecampaign• Youngpeoplenotbeinginterested
inthecampaign• Youngpeoplenotgettinginvolved
withtheprojectactivities• Partnersbeingunabletofulfiltheir
projectobligations• Schoolsbeingunableorunwilling
tosupportcampaign
Asanaddedelementyoucouldalsolookatgettingayoungpersoninvolvedintheactualsetupandmanagementoftheproject,sotheyfeeltheyhaveownership. “ I’m proud to be the community
champion for Gorton. The area could be okay and there are some nice people here but it needs everyone working together and people supporting their kids.”
Joshua Dall, Junior Champian Leader (then aged 13), Gorton, Manchester
“ It was very important for us that all our plans reflected and addressed the needs of the whole community. The research gave us the opportunity to re-focus our plans so we could do everything we could to tackle each of the challenges raised. Using this insight has made us more able to help young people to aspire and plan for the future, and also help their parents to share in the journey to make those goals a reality.”
Rebecca Leyland, Project Manager, Florence, Normacot and Dresden, Stoke on Trent
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Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharing and learning• Campaign proposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Sharing and learning
Inadditiontotheworkfocusedwithintheirownareas,eachofthepartnershipswasencouragedtousetheopportunitytoinspireotherareasandsharetheirwork,bothataregionalandlocallevel.
Aspartofyourplansyoumightwanttoconsiderhowtoshareexperiencesinyourlocalarea.Yourresearchshouldhelpyouidentifyrelevantorganisationsorgroupstocontactandyoucouldorganiseacommunitymeetingtoopenupthediscussions.Theremayalsobeonlinediscussionforumsyoucouldstartorjoin.
Campaign proposition
Creatingrelevantmaterialsforyourprogrammeofactivity,suchasacampaignthemeandpromotionalmaterialssuchasposters,canbekeytothesuccessofabehaviourchangecampaignparticularlywhencommunicatingwithdifferentaudiencegroups.Ideasanddesignsshouldbeledbythespecificaudienceknowledgeyouhave,sothattheyappealandgrabtheattentionofthoseyouaretryingtoreach.
Aspartofthedesignprocessthepartnershipsweregivensupportfromaspecialistbehaviourchangeanddesignagency,Forster.Theagencyprovidedsupportandadviceondesigningacampaigninawaythatactivelyinvolvedstakeholdersandthecommunity.
Theagencyworkedwiththepartnershipstodiscussandwork-upathemefortheircampaigns.Theideawastocreateanoverallthemethatwouldidentifytheirprogrammeofactivitiesandcouldbeusedasthebasisformessagesandcommunicationswithtargetaudiences.Theideasforthecampaignswerebasedontheresearchfindings,andtackledtheissuesandbarriersthathadbeenidentified.
Forinstance,theresearchrevealedforoneofthepartnershipsthattherewasalackofpositiverolemodelsandthatoftenyoungpeoplewereafraidtostandoutfromthecrowdbydoingwellinschoolorbeingmoreinvolvedinthecommunity.Athemethatarosefromthis,andwhichhasbeentakenforwardbythepartnership,was“Idared”.Thethoughtbehindthiswastoillustratethatrealpeopleintheareawerelivingproductivelivesandthattheydaredtostandoutfromthecrowdbybeingambitiousandworkingtowardstheirgoals.
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Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringing the campaign to life• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Bringing the campaign to life
Aswellasworkingwiththepartnershipstousetheresearchfindingstoshapetheiractivityplans,theagencyalsoworkedwithmostofthepartnershipstodesignalookandfeelfortheircampaign.Thiswasdonebyanalysingtheresearchfindingsandseeinghowthesecouldbeappliedtocreateavisualmessage.Forinstance,forareasthathadfewpositiverolemodels,acreativemock-upwasdevelopedtoshowrealpeopleinthecommunitywhoweredoingwellandhadbeensuccessful.Aswellaslookingathowthecampaignscouldbecommunicatedviaimages,theagencyalsoworkedwiththepartnershipstocreateamessageor‘strapline’thatsummedupwhatthecampaignwasallabout.Threecreativeideas,showingpossibleimagestouse,campaignnamesandstraplinesweredevelopedforthepartnershipstotestwiththeircommunitypanels.
Case study: Darwen
ResearchrevealedthatyoungpeopleinBlackburnwithDarwenlackedtheselfconfidencetostandoutfromthecrowdandbreakawayfromanegative‘comfortzone’.Theylackeddirectionandunderstandingofhowtosetorachievegoalsforthefuture.
Itwasdecidedtheprogrammeshouldfocusonaddressingthebarrierstoachievement,bypromotingpositivelocalrolemodels,providinginformation,adviceandguidanceandbygivingmoresupporttoparents.TheresearchwasalsousedbyForsterasabasisforthedevelopmentofBlackburnwithDarwen’scampaignthemeandvisuals,whichwouldbringtheirbehaviourchangecampaigntolife.Therouteswerethentestedatthecommunitypanel.
Route one Thefirstthemewas‘Makesomethingofit’.Theideabehindthiswastoencourageyoungpeopletomakesomethingoftheirlives.Throughasetoffilmstripsitshowedavariety
ofstoriestohighlightthedifferentroutesintofutureeducationaswellashowparentscanfindoutabouteducationandcareers.
Route two‘Outstanding’aimedtohighlightthepeoplethatwerestandingoutintheirareaanddoingwellbutwerestillpartoftheircommunity–thusaddressingpeople’sfearsthatdoingwellineducationoracareercouldmakethemnegativelystandoutfromthecrowd.
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Section 3: contents Stage two – Development
• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringing the campaign to life• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Route three‘OpenupDarwen’aimedtoshowthevariousopportunitiesandpossibilitiesthatareavailableforyoungpeopleinthearea.Itusedamixofreallifephotographyofresidentsandalsoillustrationstosymbolisethecommunityopeningupforcitizens.
TestingThethreecreativethemesweretestedataCommunityPanel(see‘Testingyourideas’sectionbelow).Somekeypointsthatwereraised,andwhichwereintegratedintothecampaigntheme,were:
• Theyoungpeoplewantedtheimagestobepositive,andforthosepicturedtolookhappy
• The‘Makesomethingofit’themehadnegativeconnotations,inferringthatsomeonemightwanttostartafight
• Thefilmstripideawasnotunderstoodandtheycouldnotrelatetowhatwasbeingshown
• Theylikedamixofphotographicimagesandillustration
• TheywantedtheillustrationstorepresentDarwenandwellknownplacesinthetown(theDarwenTowerforinstance,whichiswellknownbyallresidents)
• Theylikedhavingthenameofthetownincludedinthetheme,astheybelieveditmadeitmorerelevanttotheirlives
• Theylikedthefunphotographyincludedinthe‘Outstanding’theme,asitwaseyecatchinganddifferent
Thefeedbackwasthenusedtocreateacampaignthemeforinclusioninthefundingsubmission.
The developed campaign themeTheBlackburnwithDarwenpartnershipsisnowusingathemeof‘StandoutinDarwen’fortheirbehaviourchangecampaigntochallengetheperceptionsofacommunityheldbackbyeconomicdeprivationandlowself-esteemandwhereyoungpeopleareafraidtostandoutandbeseentodowell.Alocaldesignagencywasappointedtodevelopthethemeandcreatethevisuals,whichwillbeusedinanumberofcommunicationsactivitiestoraiseawarenessofthecampaignincludingbillboardsandbusstopadvertising,radiocampaignsandcreativemarketingcollateral.
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Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testing your ideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Testing your ideas
Thefinalstageofthedevelopmentprocessinvolvesworkingwithyourtargetaudiencetotestyourideasandplans.Thishelpstomakesurethatyourprojectwillreachtherightpeople,isusinganappropriatetoneofvoiceandprovidesvalueformoney.
ForInspiringCommunitiestestingwasdonethrougha‘communitypanel’,wheredifferentmembersofthecommunity,includingyoungpeople,parentsandotherinterestedlocalinfluencers,werebroughttogethertodiscusstheirviewsonwhichofthethreecreativeideastheypreferred–givingfeedbackonwhethertheylikedthechosenimagesandwords.ThelocalschoolandstakeholdersassistedintherecruitmentofparticipantsandForsterledthesessionsbyaskingquestionsandtakingnotes.NB. Testing could be conducted at various points throughout your campaign to make sure that activity stays relevant. Continued community involvement is key to success.
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Section 3: contents Stage two – Development
• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testing your ideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Case study: Thetford
Thetfordisgeographicallyisolatedandthelocalcommunitytendtoliveandsocialisewithintheirownestates.Youngpeoplefaceparticularchallengesbecauseofpoorpublictransportlinkswhichmakeitdifficulttogettotheeducationalopportunitiesavailableinothertowns.Thejobsavailablelocallyaregenerallylowskilledandlowpaid,soyoungpeoplehavefewopportunitiesandpeopletolookupto,althoughtherelationshipswithintheirfamiliesandlocalcommunityareverystrong.
AkeyelementofThetford’sInspiringCommunitiesplanwasthecreationofaschoolandcommunityradiostationforyoungpeople.Theradiostationideawaspitchedtoapanelofyoungpeoplewhowererepresentativeoftheircommunity.Thefeedbackwasthattheywereunlikelytolistentoalocalradiostationandweremoreinterestedinonlineanddigitalmedia.
Theyouthpanelsuggestedthattheskillsandlearningpartoftheprojectwassomethingtheywouldbemoreinterestedin,andlearningbroadermediaskillswouldbemorebeneficialtotheirdevelopment.Theoriginalplanwasthereforechangedtomeettheneedsoftheyoungpeopleanda‘MediaSkills’coursewasdevelopedtoincludelearningabouttechnicalaspectsofthemediasuchaswebsitedevelopment,Web2.0skillsandwriting,deliveringanddistributingpodcasts.Theactivityisnowlinkedtoanewlocalinternetbasedradiostation,whichwillallowyoungpeopletoputtheirnewlylearnedskillsintopractice.
“ By involving young people, parents and stakeholders from Heath in shaping and designing the campaign, we are confident the activities will be effective in engaging and inspiring the whole community. The participation of young people has already highlighted that one of our intended activities, a local radio station, was not going to work. Indeed, testing of this idea with young people revealed that creating podcasts would enable them to focus on a range of different topics, offering them greater flexibility and also allowing them to develop useful media skills.”
Sandy Prior, Inspiring Communities Lead, Barking & Dagenham
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Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Running a community panel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Running a community panel – what you could cover
Thereareanumberofareasyoumightwanttoexploreaspartofyourcommunitypanel.Somesuggestionsareoutlinedinthissection.
IntroductionTheaimistoexplainthepurposeofthecommunitypanel,includingwhyyouarethere,whatyouwanttoachieveandalsothestructureforthesession.Thisisalsoachancefortheparticipantsandgroupleaderstointroducethemselves.
Inordertogetthemostvalueoutofthesessionitisimportanttoestablishasenseoftrustwithinthegroupandtomakeparticipantsfeelcomfortabletospeak.Thiscouldbedonebyexplainingtoparticipantswhatyouneedfromthem(forexampletofindouttheirviewsontheproposedactivities,howtheyfeelabouttheareainwhichtheyliveandtheirhopesandambitions).Theirviewsandexperienceswillbevitaltohelpingyoudelivertherightactivitiesforthecommunity.
Asan‘icebreaker’exerciseyoucouldaskparticipantstosaysomethingaboutapastimetheyenjoy.
Drawing exercisesTohelppeopleexpresstheirthoughtsandopinions,youcouldaskparticipantstodrawpicturesshowingwhattheircommunitymeanstothem.Thisdoesn’thavetobeadetailedorcreativepicture:itcouldbeaseriesofmarks,stickmenorsymbols.Participantscouldbeaskedtotalkthroughtheirdrawingwiththerestofthegroup.Toensurethattheimagescreatedareinterpretedcorrectlyyoushouldprompttheparticipantsforinsights.Someareasyoumightliketocoverare:• Reasonsforchoosingtodrawcertainthings• Thecommonalities/differencesintheway
peoplehavechosentodrawthings• WhatanInspiringCommunitylooksliketo
participantsandwhattheirdreamcommunitywouldbelike
Overcoming obstaclesHavingfoundoutwhatparticipants’overallattitudesaretoaspirationandthecommunityyoucouldasktheparticipantstoexplorehowtheseaspirationsmightbereached.Onewayofdoingthiswouldbetoaskpeopleinpairsto
discussthequestion“Whatwouldsupportyou/youngpeopleinyourcommunityinachievingyour/theirambitions?”
Youcanthenaskthepairstoreportbacktothegroup,highlightingthethreemainthingsthatwouldsupport/encouragethemtoachievetheirgoals.
Possibleareastodiscussare:• Whatpracticalthingsaretherethat
wecoulddotohelpyoungpeople?• Dotheyneedthingstodo/morehelp
atschool/morehelpathome?• Isthereashortageofactivities?Do
theyneedgoodrolemodelsetc?• Whatpracticalthingscouldbedone
tohelpparents?
Examplesofsolutionsproposedbyyoungpeoplecanbefoundinthecasestudieshighlighted.
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Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Running a community panel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
Reviewing your ideas Thenextstepistoexplorethedifferentactivitiesyouareproposing.Youcouldstartbypresentingachecklistofproposedactivities–andgetparticipantstodiscussingroupswhichtheypreferandwhattheymightlooklike.
Somepossibleareastodiscussinclude:• Whatactivitieshaveyouseen/respected/
founduseful?• Whodoyouthinktakespartinthecurrent
activities?Whatagearethey,andwhatkindofpeople?
• Whatthreethingscouldhelpcommunitiessupportyoungpeopletoachievetheirdreams?
• Whatareyourviewsandfeedbackontheseactivities?Aretheyeffective,etc?
• Howrelevant,appealing,interestingorfittingaretheactivitiestoyourownvalues?
• Howmighttheactivitiesmeetyourneedsandhowmighttheybeimproved?
• Whatlocalorganisations,centresorplacesarethereforyoungpeopletomeet(forexampleyouthclubs,religioussettings,leisurecentres)?
• Whatarethemostused/trustedsourcesofinformationforyoungpeopleinthearea(forexamplegovernment,teachers,parents,family,friends,voluntaryorganisations)?
• Doyouthinktherearechangesthatcouldbemadetoservicesthatalreadyexist?
Creative brainstormTheaimofthisistoexplorewhatthecampaignitselfcouldlooklike.Imagesfromthedrawingexercisecouldbeusedtoplankeymessagesandcommunications.Alternatively,aswithmanyofthepartnershipsyoucouldusethistimetotestsomeideasthatyouhavealreadyputtogether,ortogetopinionsonanyexistingcreativecampaignsintheareatofindoutwhatpeoplelikeanddon’tlike.Attheend,youcanaskthemtovoteontheirfavouritevisual.
CloseContinuedconsultationwithlocalpeopleshouldbeakeypartofyourplanning,andtoclosethesessionyoucouldoutlinethenextstepsoftheprojectandseeiftheparticipantswouldbewillingtoremaininvolvedintheproject,forexamplebytakingpartinmeetingsorreceivingemailupdates.
“ The formation of a community panel was essential to the success of this project. They will meet regularly to ensure the continuous involvement of young people, parents and stakeholders throughout the lifetime of the Inspiring Communities project and help strengthen local networks so that the project has a legacy beyond the initial funding in terms of improved community cohesion and capacity to change.”
Rachel Mullins, Inspiring Communities Team, Rotherham
< >
34
Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
< > 34
Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Key questions to ask in the development stage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
“ It was really important for us to get young people and their parents to feed back not only on the activities that we designed but also on the creative themes and ideas. One small, but crucial piece of feedback, was that neither the young people nor their parents understood the term ‘Tonge with the Haulgh’ as they considered themselves to be from one or the other area. Following this, we had to refine our programme slogan so that the campaign theme would be more relevant to the young people and parents we were targeting.’’
Derri Burdon, Inspiring Communities Team, Tonge with the Haulgh
Key questions to ask in the development stage
• Whatisthebehaviourthatyouaretryingtochangeandwhatactiondopeopleneedtotaketodothis?
• Whatispreventingpeoplefromtakingthisaction?
• Whatactivitiescouldyourunthatwillhelppeoplechangetheirattitudesandopinions?
• Whatmaterialsorsupportdoyouneedtoruntheseactivities?
• Whatcanyouaskpartnersandothergroupstodotohelpyou?
< >
Go back to sections
35
Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifying support and resources in your area
• Resource mapping
Stage two – Development
Aspecialistresourcemappingagency,Tribal,wascommissionedtosupportthepartnershipswiththisprocess.
The resource mapping process is split into four stages:
Stage 1 Planning and community involvementTotakeadvantageoftheresourcesavailablewithinyourcommunityyouwillneedtouselocalknowledgeandexperiencetofindout,notonlywhatresourcesalreadyexist,buthowtheyarecurrentlyused.Thebestwaytodothisistomakecontactwithkeylocalinfluencers.Themoreyouinvolvelocalcommunitycontactsasyouplanyourresourcemappingthegreaterdepthofinformationyouwillget.
Stage 2 Identifying fundingThenextstageistoidentifyandfurtherexploretheexistingandpotentialfundingandsupportavailablewithinyourneighbourhood.Thiscanbedoneasfollows:
Resource mapping enables you to: • Findoutwhatlocalservicesexistthat
areaimedatyouraudience
• Identifyanygapsinservicesthatarecurrentlyprovided
• Avoidrunningactivitiesthatalreadyexist
• Makebestpossibleuseofthelandandbuildings(assets)inthecommunity–includinglookingathowtheycouldbesharedwithotherprojectsororganisations
• Identifyanyadditionalsourcesoffundingforyouractivitiesfromnationalprogrammesandotherfundingstreams
• Useyourresourcesinthebestwaytomeettheparticularneedsofyourneighbourhood
Identifying support and resources in your area
Investigatingwhatsupportandresourcesalreadyexistinyourlocalareaisanimportantpartofdeliveringyourprogramme.Theremaybefinancialsupportavailablethatwillhelpdeliveryouractivities.Theremayalsobeorganisationsintheareathatarealreadyrunningprojectswithsimilarobjectivesandwithwhomyoucouldwork/shareresourcesandbudgetswith.
Resource mapping
Resourcemappingisaprocessusedtocollectandmapinformationontheresourcesavailablewithinacommunity,forinstancefunding,assets–suchaspropertyandbuildings,andalsorelevantorganisationsandgroups.Ithelpspeoplebuildapictureofwhatisavailabletothemlocally,andassesshowanyresourcescouldbeaccessedorutilisedaspartoftheirprogrammeorcampaign.
ResourcemappingwasacorepartoftheInspiringCommunitiesprogramme.Itenabledpartnershipstoidentifywhatresourcesareavailablelocally,aswellashowtheycanbeusedmosteffectively.
< >
36
Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping
Stage two – Development
< > 36
Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resource mapping
Stage two – Development
Local research and investigationBeginbyreviewingwhatrelevantservicesandfacilitiesarealreadyofferedinyourlocalareaandhowthesearesupportedfinancially.Thiscouldinvolve:• Areviewofyourneighbourhoodtofindout
whatrelevantservicesandfacilitiesalreadyexistandwhichyoucouldworkwithtohelpdeliveryourcampaign.Itmayalsobeworthlookingintotheservicesfundedoutsideyourarea.
Yourneighbourhoodreviewshouldbebasedontheresultsofyourlocalresearchanddrawonlocalexpertiseandknowledge.Itislikelythattherearelocalpeopleandprofessionalswhoyoucancallupontoshowyouaroundtheneighbourhoodandtheservicesandfacilitiesavailable.
Some of the questions you could include in your questionnaire are: • Theamountsavailabletobespentduring
theperiodyouaregoingtoberunningyourproject
• Thenatureandtypeofresourcesavailable• Whetherthefundingiscurrentorcapital
• Thethemetowhicheachsourceoffundingrelates(seelistbelow)
• Whetherthefundingisgivendirectlytothereceiver(or,goesthroughalocalauthority)andthenameofthelocaldeliveryagencyorowneroftheasset.
Yourbestpointofcontacttohelpyouwiththedatagatheringisprobablyafinanceofficerinalocalauthoritybutyoushouldalsoconsultwithlocalindividualsorgroupsthatareknowntohaveastronginterestinyouthissues.
Atthesametimeasthelocalresearch,youcanalsocarryoutwhatisacalleda‘centre-outanalysis’,toseehownationalandregionalfundingreachesdowntoalocallevel.Thisprocessinvolvesidentifyingrelevantfundingprogrammesfromgovernmentdepartmentsandthenexploringhowtheseareallocatedtoregionalbodies,localauthoritiesandcommunityorganisations.
Stage 3 Identifying opportunities for greater partnership workingThethirdstageofresourcemappinginvolvesevaluatingthefinancialresourceinformationcollectedinstagetwo.Theaimofthisevaluationistoassessif:
• Thereisanydoublingupofprojectresourcesandcurrentlocalservices
• Thereisanyoverlapinboththeprovidingofservicesandtheadministrationsupportingtheseservices
• Thereareanyopportunitiesavailableforimprovedefficiencyofcurrentservices,suchassharingresourcesandfunding
Thefirsttaskforyourassessmentistosetoutkeythemesaroundyourcampaignaims.Forinstance,duringtheInspiringCommunitiesproject,12themesweredevelopedtoassesstherangeoflocalactivitiesthatrelatedtoincreasingyoungpeople’sambitionsandimprovingeducationalperformance.
< >
Go back to sections
Section 3: contents Stage two – Development
37
• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resourcemapping < > 37< > 37
Case study: East Shields
DataabouttheresourcesavailabletosupporttheInspiringCommunitiesprogrammeinEastShields,SouthTynesidewerecollectedbyspeakingwithpartnersandaskingthemtonoteinaspreadsheetanyrelevantsourcesofcentralgovernmentorlocalauthorityfundingaswellasinfrastructureandothertypesofassetthatmaybeusedtodelivertheprogramme’sobjectives.
OfficersfromSouthTynesideBoroughCounciltookaleadroleinseekingoutandsupplyingrelevantdatafortheresourcemappingexercise.TheexercisepointedthewaytowardsnewandmoreeffectivewaysofworkingforthebenefitofyoungpeopleinEastShields.Forexample,thereareclearopportunitiesforbetterbudgetalignmentandevenbudgetpoolinginsomecasesbylocalpoliceandfireservices,neighbourhoodpartners,thehealthsector,centralgovernmentdepartmentsandvoluntaryagencies.Thereisalsohiddenpotentialintheuseofcommunityassetsforawiderrangeofoutcomesthanatpresentandseveralpossiblesourcesofextranationalfundingforwhichthepartnershipmayqualifyremainuntapped.
37
Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity
andbuildingpartnerships• Planningyourprogramme• Projectmanagement
• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel
• Keyquestionstoaskinthedevelopmentstage
• Identifyingsupportandresourcesinyourarea
• Resource mapping
Stage two – Development
The12themeswere:
1. Supportingparentalinvolvement2. Creatingspaceforyoungpeople3. Providingpositiverolemodelsandmentoring4. Connectingwiththecommunity5. Exploringlifechoicesandcareerpathways6. Tacklingsubstanceabuse7. Targetinginterventions(atthosewhoareNot
inEmployment,EducationorTraining–NEETs)8. Physicalactivities9. Developinglifeskills10.Engagingyoungpeople,andencouraging
participation11.Improvingself-esteem12.Enablinglearningoutsidetheclassroom
Thefinancialinformationreceivedthroughyourquestionnairescanbegroupedbythesethemessoyoucanidentifyfundingavailablebythetypeofactivity.Theknowledgeyougetfromthiscanbeusedtosupportyourdecisionmaking.Ifyoufindthatdifferentorganisationsorgroupsareworkingwithinthesamecategorywithlocalbudgetspiltbetweenthem,youmaybeabletoidentifyopportunitiesforworkinginpartnershipwiththem(joinuponservicedeliveryorsharingfacilities).
Stage 4 Producing and implementing a resource action plan Onceyourdatahasbeencollectedandanalysed,youshouldhavearesourcemapforyourareathatenablesyouto:• Identifyoverlappingfundsandpotential
forbudgetsharing• Identifyjointworkingopportunities• Identifythepotentialforsharingalocation
todeliverservices
Thefinalstageoftheprocessisthentocreateanactionplan,usingyourmapto:• Workoutpartnershiprolesandresponsibilities• Developapracticaltimelineforyourprogramme
totakeplace• Establishtargetsforsuccess
Itisimportanttotreattheresourcemapasa“live”document.Itshouldbecontinuallyupdatedasnewinformationbecomesavailableandcircumstanceschange.Inthiswayitcanbeusedtoguidetheefficientuseofresourcesenablingyoutoachievemaximumimpactwitheverypoundatyourdisposal.
<
38< >4 Section 4:
Local Evaluation
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Section 4: contents • Ways you might evaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople –Engagingparents
–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation
Stage four – Local evaluation
< >
Stage four – Local evaluation
Thissectionprovidesasummaryandreviewoftheactivitiesimplementedbythe15neighbourhoodpartnershipsaspartofthedeliverystageoftheirbehaviourchangecampaign,andalsodetailskeylearningfromthepartnerships.Collectivelytheyofferarangeofinspirationalandreplicableprojectapproachesthatcanbereadilyadoptedbyotherswantingtotacklelowaspirationandeducationalattainmentinfuture.Thissectionalsolooksattechniquesforevaluation,whichisthefourthstageofanybehaviourchangecampaign,andhighlightssomeofthelocalevaluationthathastakenplace.
Ways you might evaluate
Evaluationisakeypartofanybehaviourchangecampaign.Itisimportantthatyouconsiderevaluationattheoutsetofyourproject,notjustattheend.Thisincludessettingsomeperformanceindicatorsandmilestonesandplanninghowyouaregoingtomeasurethesuccessofyouractivity.Itcanalsobehelpfultoreviewyourperformanceindicatorsatamid-waypointintheproject–theniftheresultsarenotasyouhadhoped,youhaveanopportunitytomakechangeswhichwillimpactonthesecondhalfoftheproject.
Benefits of evaluation
Evaluationisimportanttodemonstratetheeffectivenessofaprojectandthereturnonthefunding.Evaluationhelpsto:
• Developactivitythatiseffectiveininfluencingandchangingaudiencebehaviours
• Encouragenewmethodsandbeboldaboutexperimentation
• Improveefficiencybyhighlightingthethingsthatworkbest
• Forecastoutcomesmoreaccurately
• Manageexpectationsregardingoutcomesmoreeffectively
• Increaseaudienceknowledgeandinsight
• Securefuturefundingthroughshowingthesuccessofaproject
Method
Attheplanningstage,itisimportanttoconsiderwhatyourprocessisgoingtobe.Belowisaprocessforevaluationwhichshouldensureyouhavecoveredallbases:1.Scope:Thisstageisaboutbeingclearabout
howandwhatyouareevaluating2.Develop:Theperformanceindicatorsthatare
essentialtoyourprogramme’ssuccess3.Implement:Thenecessarymeasuretoevaluate
yourprogrammeforexample,gatherdataonuptakeofaprogramme/activity
4.Learning:Whatworkedwell/lesswellwithyourprogramme?Didyouachievetheoutcomesyouwantedto?
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Section 4: contents • Ways you might evaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople –Engagingparents
–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation
Stage four – Local evaluation
< >
Scope
Thereareanumberofdifferentelementsyoucanconsidertodeterminethesuccessofyourcampaign.Itisgoodpracticetoagreeanddefinepreciseevaluationobjectiveswithallthoseworkingontheproject.Youmayneedtoconsultwitharangeofpeopleinordertodefineyourobjectives,forexamplepotentialfuturefundersaboutwhattheywouldneedtoseedemonstratedinorderforthemtoconsiderfundingtheprojectinthefuture.
Develop
Atthisstage,itisworthwhileaskingyourselfquestionsaroundwhatoutputsandoutcomesyouwanttoachieve,withtheemphasisbeingonoutcomes:Outputs:TheactualdeliverablesofthecampaignOutcomes:SuccessinchangingattitudeandbehaviourExamplesofoutputsinclude:• Numbersinvolved• Attendanceratesatevents• Webhits–wasyourprofileincreasedonline?• Materialdistribution–howmuchliteraturedid
youdistribute?• Stakeholdersupport–howsuccessfulwereyou
inestablishingnewrelationships?• Mediacoverage–whatwasthetotalcirculation
ofthecoverageyougenerated?Examplesofoutcomesinclude:• Targetgroupawarenessofaproject–hasthere
beenanincreaseddemandforsupportorincreasingrequestsforinformation?
• Targetgroupchangeinbehaviour–hastherebeenanincreaseindemandforaparticular
service?AretherefewerpeopleNotinEducation,Employment,orTraining(NEETs)followingonfromactivity?Haveeducationalattainmentlevelsimproved?
Atthisstage,youshouldalsochoosewhatmethodologiesyouaregoingtousetoevaluateyourprogramme.Beforeyoudothis,itisworthinvestigatingwhatrelevantlessonsfrompreviousbehaviourchangecampaignscanbeappliedasthismayimpactthemethodologiesyouchoosetoapplytoyourprogramme.Wehavelistedsomecommonlyusedmethodologiesinthenextstage–‘implement’.
It’simportanttoremember,changehappensovertime–thoseofyoucarryingoutactivitysimilartothatdetailedinthisguidearelikelytobetacklingtheunderlyingcausesbehindlowaspirationandloweducationalattainmentlevelssodon’texpecttoseechangesovernight.Behaviourchangeobjectivescanbelesseasytomeasurethanfactorslikesalesandavailability.Forexample,ifyouraimistoincreaseaspirationlevelsamongyoungpeoplethenmeasuresneedtobefoundformeasuringlevelsofaspiration.
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Section 4: contents • Ways you might evaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople –Engagingparents
–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation
Stage four – Local evaluation
< >
Implement
Thereareanumberofdifferentmethodologiesthatyoucanusewhenitcomestoevaluation.Someexamplesofdifferentwaysinwhichyoumayevaluateyourprojectaredetailedbelow:
Waystoevaluate–Qualitativeresearch
Therearevariouswaystoevaluateactivityusingqualitativemethods,forexamplerunningfocusgroupswithstakeholdersandtargetaudiencestogatherfeedbackonactivity,poolthoughtsandplanfutureactivity.Howeverdon’tlimityourselftoonewayofconductingqualitativeevaluation–therearemanydifferentmethodologiestosuitdifferentneeds.Forexample,woulditbeabetteruseofyourtimeandresourcetohostaworkshopwithallstakeholdersinvolvedintheprojecttogatherlearningscollectively?Ordoyouthinkthathiringtrainedmarketresearcherstoconductretrospectiveinterviewingwouldbeuseful?
Furthermore,talkingtopeoplewhomayhaverejectedorhadlapsesintakingpartinyouractivitycanoffervaluableinsightsintowhatisworkinglesswell.Talkingdirectlytothetargetaudienceisalsoausefulwaytogainperspectivesonwhichelementsofactivityworkedwellandlesswell,forexample
throughfocusgroupsorbygatheringvoxpops.Dependingonthenatureandvolumeoftheworkthathasbeendone,youmayneedtobecautiousaboutdrawingfirmconclusionsassomefindingswillbesubjective.
Waystoevaluate–Quantitativeresearch
Usingaquantitativemethodologyisusefulasabroadindicatorforattitudesandimpact.Widespreaddistributionofsurveysallowsyoutoquantifytheresponsesforexample:x%ofpeoplethinkx,therebyaddingtotherobustnessofyourresearch.
Additionallyquantitativeresearchcanformabaselineindicator:youcanconductpreandpostactivitysurveysthatwillshowhowattitudesand/orbehaviourhavechangedoveragiventimeframe.
Quantitativeresearchneednotbeatimeconsumingtask,forexampledistributingasurveyonlinecanbecarriedoutquiteeasily.Youcouldalsocommissionprofessionalresearcherstoconductthequantitativeresearch.Inordertosavemoney,youmightalsoconsidercommissioningthemtoconductpartoftheresearch,forexampledecidingrespondentrecruitmentapproaches,
designingthequestionnaireoranalysingthequestionnaires,andthendoingtherestyourself.Howeveritisimportanttorememberthelimitationsofquantitativeresearch–itdoesnotalwaysexplorepeople’sattitudesinenoughdetailtoprovideyouwiththelevelofdetailyoumayrequire–andthinkaboutwhetheryouwanttosupplementitwithqualitativeresearchwhichallowsformorein-depthanalysis.
Spotlight on: Pendle, Lancashire
What:Campaignlaunchof‘IDared’,acommunitybrandthatpublicisesarangeofcommunityactivityforlocalyoungpeopleResult:IDaredPendleblog–2,393hits54followersonTwiter166individualsfromthelocalcommunityhavesigneduptotheCommunityPedge:‘We pledge to work together to broaden our horizons and help us reach our potential’
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Section 4: contents • Ways you might evaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople –Engagingparents
–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation
Stage four – Local evaluation
< >
Waystoevaluate–SocialReturnonInvestment
SocialReturnonInvestment(SROI)isawayofcalculatingreturnoninvestment.SROIaimstocapturethesocialandenvironmentalbenefitsofprojectsorprogrammes.
Itmeasuresandanalysessocial,environmentalandeconomicchangeinfinancialquantitativeandqualitativeterms,weighingupandintegratingallthemaincostsandbenefitsalongtheway.
YoucanuseSROIbothtoforecastthesocialvalueexpectedtobecreatedbyparticularactivitiesorservices;andtoevaluateaftertheeventwhethertheseactuallyachievedtheirintendedoutcomes.
Seven principles underpin how SROI can be successfully applied:
• Firstandforemost,involverelevantstakeholdersthroughouttheprocesstoidentifywhatsocialvaluemeanstothem;
• Next,understandandmeasureoutcomesinordertoprovideevidencethatchangehastakenplace;
• Putafinancialvalueonalloutcomes,usingproxyvalues*wherenecessary;
• Onlyincludetheevidencewhichgivesatrueandfairpictureofimpacts;
• Onlyclaimvaluethatorganisationsaredirectlyresponsibleforcreating(excludingforexamplewhatwouldhavehappenedanyway;
• Betransparent,demonstratingthebasisonwhichtheanalysismaybeconsideredaccurateandhonest,andshowingthatitwillbereportedtoanddiscussedwithstakeholders;
• Lastbutnotleastensureappropriateindependentassurance.
*Proxymeasurementisthemethodofdeterminingcertainoutcomesusingcalculablequantitiesorvalueswhenyoudonothavetheabilitytomeasuretheexactvalue.Thismodegaugesprogressofactivities.
ForfurtherinformationaboutusingSROIvisit:http://www.thesroinetwork.org/
Three common pitfalls
Not investing in your evaluation measurement at the inception of the projectToensurearobustevaluationofaprojectyouneedtoclearlydefineobjectivesandmeasurementsforeachofyourproject’sbeforeyoubegin.Notdoingsowillnotonlyleaveyouunclearofwhatsuccesslookslikeattheendbutalsoriskallowingtheprojecttolosefocusduringtheprocess.
Evaluating outputs and not outcomesToooftenevaluationbecomesanexerciseinwhatwascarriedoutbyaprojectandnotitsoverallimpactontheproblemsitseekstoaddress.Aproperevaluationmeasuresbehaviourchangeoranequivalentsocialindicator.
Evaluation becomes a PR exerciseThereisaperceptionthatevaluationneedstojustifytheproject,wheninfactitshouldverifyitsimpact.Behaviourchangeisoftenagradualprocesswithmuchlearningalongtheway.Assessingitsweaknessesandrequirednextstepsismuchmoreprogressiveandequallylikelytosecurefundinginthefuture.
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Section 4: contents • Ways you might evaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople –Engagingparents
–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation
Stage four – Local evaluation
< >
Learning
Thelearningfromtheevaluationshouldbeoutlinedinanevaluationreport,whichcaninformexistingandfuturecampaigns.Onceyouhavecompletedthisstage,youmightwanttoconsiderhowtoshareyourlearningmorewidely.Forexample,youcouldcirculateyourfindingstoeveryoneinvolvedinactivity.
Spotlight on: Norfolk, Thetford
What:TheMeetUpCafe–Acommunitycaféforyoungpeopletomeetandtakepartinarangeofactivities.
Result:150youngpeoplearemembersofTheMeetUpCafé–inexcessof100youngpeoplevisitonaweeklybasis.TheMeetUpCaféhasadedicatedFacebookpagewithover400members.25adultshavesignedupasvolunteersfortheMeetUpCafé.YoungpeopleorganisedaPensionersChristmasMealaspartoftheirinter-generationalvolunteering,whichwaswellreceivedandgeneratedpositivemediacoverage.
Tips
1.BehonestWhatcouldyoudodifferently?Whatcouldyouimprove?
2.LookforopportunitiesWhatnext?Keepupthemomentum.Arethereanyotherstakeholderpartnershipstoexplore?Whatothergroupscanyougetinvolvedwith?Canyouidentifyfurtherfundingopportunities?Howcanyouensurethattheprogrammeissustainable?
3.BebraveAskforfeedbackfrompartnersandtargetaudiences–theirhonestviewscanmakearealdifferencetoyourfutureplans.
Questionactivitiesthatcannotbeevaluated–ifitcouldn’tbeevaluatedthenyoudon’tknowifithasworkedandit’smuchhardertojustifyfurtherinvestmentinactivity.
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Section 4: contents • Waysyoumightevaluate• Results of Inspiring Communities project review – Introduction –Engagingyoungpeople –Engagingparents
–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation
Stage four – Local evaluation
< >
Results of Inspiring Communities project review
Introduction
In2011,theInspiringCommunitiesprogrammeconductedaprojectreview.Thistooktheformofevaluationquestionnairesbeingdistributedtoall15partnershipstounderstandwhatactivityhadbeenimplemented,theeffectoftheseactivitiesonparents,youngpeopleandthecommunityasawholeandthekeylearningderived.In-depthinterviewswerealsoconductedwiththeGortonandRawmarshpartnershipstoprovideafullerpictureofactivityintheseareas.Thesecasestudiescanbefoundonpages54and49.Together,thisinformationprovidesaflavourofactivitythattookplaceacrossthedifferentpartnershipareasandlooksathowtheprogrammeworked.
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Section 4: contents • Waysyoumightevaluate• ResultsofInspiringCommunitiesprojectreview –Introduction – Engaging young people –Engagingparents
–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation
Stage four – Local evaluation
< >
Engaging young people
Anoverwhelmingmajorityofpartnershipsfelttheiractivitiespositivelyinfluencedyoungpeopleandhelpedraiseaspirationlevels.Fromtheoutsetoftheproject,collaborationandconsultationwithyoungpeople,aswellastheirparents,washighlightedasbeingpivotaltothesuccessoftheprogramme.Encouragingly,acrossthepartnershipsthisthemewasextendedfromtheresearchphasetoactivitybeingdeliveredandevaluated.Partnershipsusedavarietyofmechanismstodothis,includingregularlyconsultingyoungpeopleabouttheprocessandgatheringfeedbackonactivityastheprogrammeprogressed.
Methodsforinvolvingyoungpeopleinshapingactivityincludedcontinuingthecommunitypanelsthatweresetupduringthe‘development’phaseoftheprojectandrecruitingandtrainingyoungpeopletoactasmentorsandvolunteers
toinspireotherstotakepartinactivities.Bycontinuallyinvolvingyoungpeopleoverthedurationoftheproject,partnershipsandotherstakeholdersinvolvedindesigningactivitywereabletobuildrelationshipsandasenseoftrustwiththisaudience.Thoughthissometimeprovedchallenging,manypartnershipsfeltthatthiswasasuccessfulelementofactivityandthatthegroundworkwaslaidforfutureactivity.Forexample,trainingyoungpeopleasmentorsandvolunteersmeansthatpartnershipsnowhaveaworkforceofpeoplethatcantrainandinspireayoungergenerationofpeopletobecomeinvolvedinactivities.
Schoolbasedactivity
Forthemostpart,youngpeoplewererecruitedthroughschoolsasthiswasfeltbymanypartnershipstobethebestwaytoaccesslargenumbersof11-14yearolds.Inadditionthisallowedsomepartnershipstoplanactivityinandaroundtheschooltimetable.Youngpeoplewerealsorecruitedthroughcommunitynetworksandactivitiescarriedoutbyneighbourhoodswerealsopromotedthroughcommunitysettings.Usingbothcommunityandschoolsbasedmethods
toengagewithyoungpeoplemeantmostneighbourhoodsparticipatingintheprogrammehadextremelypositiveresultsintermsofnumbersofyoungpeoplepartakingineventsorganisedthroughtheInspiringCommunitiesprogramme.Someideasofactivitiesthatdirectlyrelatedtoeducationalattainmentincludedusingolderstudentsas‘buddyreaders’foryoungerstudents(StokeonTrent),storytellingworkshops(Pendle)andone-to-onesupportforvulnerableyoungpeoplemakingthetransitionfromprimarytosecondaryschool(Bolton).InEastShields,tuitionwasmadeavailabletoindividualswithlowerthanaveragereadingagesandattainmentlevels.Asaresultofthis,therewasadramaticincreaseinindividualattainmentlevels,readingagesandattendancelevels.
38%ofquestionnairerespondentsfelttheircampaignhadmadea big differencetoyoungpeople’sattitudesandbehaviour,and62%feltithadmade some difference.
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Section 4: contents • Waysyoumightevaluate• ResultsofInspiringCommunitiesprojectreview –Introduction – Engaging young people –Engagingparents
–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation
Stage four – Local evaluation
< >
Outsideofschool
ActivitiesbeyondschoolsettingsincludedacommunitycaféinThetford,alauncheventtointroducethecommunitytotheactivityinTongeandtheHaulghinBolton,whichattracted2,500peopleanda‘chillzone’inaneighbourhoodinBradford,foryoungpeopletotakepartinactivitiestoimprovetheirInformationandTechnologyskills.InShepway,acommunitywebsite,B-U-T(BringingUsTogether),wassetuptogivepeopleinFolkstoneinformationonlocalactivitiesavailabletothem.Youngpeopleandfamilies,workingalongsideawebsiteprofessionalandaparentwhoactedasanadvisor,weregivenresponsibilityfordesigningandmaintainingthewebsitetopromotetheInspiringCommunitiesprogramme.ThoseinvolvedinthewebsitedesignnowkeepincontactthoughsocialnetworkingsitesandadedicatedFacebookpage.Thoughthepartnershiphasnotyetevaluatedthiselementofactivity,itishopedthatthepresenceofthiswebsitewillhelpensurethelegacyoftheirInspiringCommunitiesprogrammethroughaprocessofcontinuallyinspiringyoungpeopleandparentstomaintainthesite.
InEastShields,aneducationandbusinesspartnershipwassetupwithBlueVenture,aninitiativedesignedforschools,collegesandemployersinSouthTyneside,toprovidetrainingopportunities,fieldtripsandinformationsessionsforyoungpeopleonbusinessandenterpriseopportunities.Severaleventswereheldthroughoutthecommunitywithsupportfromlocalbusinessesandorganisationsandasaresult,therehasbeenariseinindividualaspirationlevelsandparticipationinfurtherlearning.
Accreditation
Wherepossible,partnershipsofferedaccreditationtoyoungpeopletoensuretheywereabletoseethevalueoftheirinputintoactivities.Forexample,theInspiringCommunitiespartnershipinBarrow,Cumbria,usedtheAwardSchemeDevelopmentandAccreditationNetwork(ASDAN–aprogrammetoaccreditskillsforlearning,skillsforemploymentandskillsforlife)andfoundthisparticularlybeneficialinlinkinglearningincommunitysettingstoschoolbasedlearning.
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Pathways
ActivitiestailoredtowardsmorevulnerableyoungpeopleandNEETsoftencentredaroundhelpingthemidentifypotentialfuturepathways.OnesuchexamplewasinNorthEastLincolnshirewherePath4Lifewasdevelopedtohelpyoungpeopledevelopa‘roadmap’,whichlaidouttheirfutureplansrelatingtoeducationandemployment.StudentsfromWhitgiftSchoolwereencouragedtodesignpersonalmissionstatementsandthensupportedinworkingoutpathwaystohelpthemachievetheirmissionstatement.Todate,34studentshaveenrolledintheprogrammeandqualitativeevaluationisplannedtoassesshowhelpfulstudentshavefoundtheprogramme.Teachersarealsobeingaskedtogivetheirviewsonwhethertheyfeeltheprogrammehasmadeadifferencetothebehaviourandattitudesofpupils.Infuture,itishopedthattheworkwillbesustainedthroughapartnershipwithalocalcollegewhowillhelpsupporttheobjectiveofeachstudenthavingtheirownpersonalmissionstatement.ItisalsohopedthatStudentAdvisorswillbeabletotakeoverallresponsibilityforthispieceofwork.
Spotlight on: Henbury, Bristol
What:BS10BigItUp!–TheBS10BigItUp!IsacommunitybranddevelopedbylocalyoungpeopleandencompassedarangeofprojectsandactivitiesResult:8400exposurestoactivitiesandopportunitiesrelatedtoBS10BigItUp!752individualshaveactivelyengagedwiththeprojectviatheFacebookpage,attendingaworkshoporevent,votingonthebrandormakingapledge
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Inter-generational activity
Manypartnershipsundertookinter-generationalactivitiesandforthemostpart,thesewerereferencedasoneofthekeywaysinwhichpartnershipswereabletoengageyoungpeople.InShepway,studentswereoffereddigitaltrainingbyspecialistsattheFolkstoneAcademy,andfollowingthiswereincentivisedtoencouragetheirparentstosignuptotheonlinelearningsystem.YoungpeopleandparentsinDarwenwereencouragedtobecomevolunteersintheirlocalcommunitythrougha‘taster’event,which65peopleattended–activitiesonofferincludedcookeryanddrummingworkshops.TheTongeChoirinBoltonnowhasover70peopleattendingonaweeklybasis,withanagerangefrom10to83yearsold.AtWhitgiftSchoolinGrimsby,akitchengardenprojecthasbeendeveloped,whichhasincludedcommunityvolunteeringopportunitiesandhasbeenledbytheyoungpeople.ThegardenhasbeenvisitedbyAlanTitchmarsh.
“So impressed with developments at Whitgift – It’s an inspiration.Keep on growing and enjoying it.’’Alan Titchmarsh
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Case Study: Rawmarsh, Rotherham
Bringing together young people through a shared interest.
TheRawmarshNeighbourhoodPartnershipwassetupinconjunctionwiththelocalschoolandestablishedapaneloffivelocalyoungpeopletoactasCommunityAmbassadors.Eachmemberofthepanelwasgivenajobtitlewithspecificprojectresponsibilities[suchasprojectlead]andmetweeklywitheachothertoprogresstheproject.
Theteamagreedthattheonethingtheyallhadincommonwasmusic,sodecidedtheywouldliketodeveloptheirownmusicfestival.Theteamattendedlocalfestivalsasresearchtohelprefinetheirvision;thisprocessenabledtheyoungpeopletogrowinconfidencethroughforming,expressinganddebatingtheirownviews.
TheprojectwasgivenagreatboostastheteammanagedtoenlistthehelpofTramlines,acompanywhichorganisesfestivalsinSheffield,todevelopacommunicationsstrategyandoffertraininginthetechnicalitiesofstagingafestival.NMERockPhotographerTraceyWelshhasalso
offeredhersupportbyphotographingtheevent.
Aphaseofparticipatorybudgetingalsofedintothedevelopmentofthefestival.Aspartofpersonal,social,healthandeconomiceducation(PSHE)lessonsatthelocalschool,pupilswereassistedindecidinghowtospend£20,000throughproposalssubmittedfromvariouscommunitygroups.TheprojectstheychosetofundincludedaGleeClub,aTeaPartyandtwocommunitydanceprojects,allofwhichwillappearinthefestivallaterthisyear.
Theteamdecidedthattheprojectshouldhavealegacybeyondthefestivalitself,andthereforecreatedaVirtualFestivalaspartofthelocalUniversity’sVirtualArtsCentre,anonlineforumwherepeoplecaninteractandviewvideoandphotomaterialfromthelivefestival.
Theeffectonyoungpeopleintheareawassignificant.Astestamenttothesenseofownershipfeltbythegroup,youngpeoplestillkeepintouchwiththeprojecteventhoughsomeofthemhavenowmovedontocollegeandbeyond.
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Engaging parents
Parents,askeyinfluencersoftheirchildren,wereoneoftheprimaryaudiencesfortheInspiringCommunitiesprogramme.Findingsfromtheresearchphaseoftheprogrammeshowedthatinmanycases,youngpeopledidnotperceivetheirparentstobeinterestedintheireducation.Theresearchwithparentsshowedthatthiswasrelatedtotheirownlackofconfidenceandinvolvementwiththeeducationsystem.PartnershipsinvolvedintheInspiringCommunitiesprogrammethereforedesignedactivitieswhichsoughttoovercomesomeofthesebarriersandmanyhavesincereferencedsuccessestheyhadinthisrespect,forexampleinincreasingparents’confidenceandinturntheirabilitytosupporttheirchildren.
Inandoutofschool
InBarnsley,apopularlocalyouthclubtookpartinactivitywherebyparentsandcarerswereencouragedtoattendsessionstodiscussopportunitiesfortheirchildrenthroughoutofschoolactivitieswiththeyouthclubworkers.Inordertoreachasmanyparentsaspossible,parentsweretargetedopportunisticallyattimeswhentheywouldbepickinguptheirchildrenfromtheyouthclub.Asaresultofthisactivity,90%ofparentsattendedtheYear9OptionsEvening(inpreparationforGCSEchoices),comparedwith15%thepreviousyear.
InBarkingandDagenhamaparentaladviceandsupportservicewassetuptogivetargetedsupporttoparentsandchildrenaged11-14whohadapatternofpoorattendanceatschool,lowerthanaverageattainmentlevelsandgreatersocialandemotionalneed.Theserviceprovidedstructuredsupporttoparentsthrough:
• One-to-oneadviceonimprovingtheirchild’s/children’sattendancelevelsatschool
• Adviceonhowtoencouragehealthier,happierlifestylesforthemselvesandtheirchild/children
• Referralstootherservicesandactivitiesintheborough
• Trainingaroundcommunicatingeffectivelywithschoolsabouttheirchild/children
Keytoalltheservicesthatwereprovidedwasthatparentswereempoweredandgiventheconfidencetosupporttheirchildren.Feedbackfromparentsaboutthisprojecthasbeenverypositivesofar–parentssaythatthisactivityhasgiventhemtheopportunitytomeetnewpeopleandfacenewchallengesandthatithasgiventhemmoreconfidence.
18%ofquestionnairerespondentsfelttheircampaignhadmade a big differencetoparents’attitudeandbehaviour,and64%feltithadmadesome difference.
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Incentivesandaccreditation
Partnershipsinvolvedintheprogrammemostfrequentlycitedengagingparentsasthemostchallengingaspectoftheiractivities.Manysaidthatinitialuptakeofactivitiesamongparentswaslowandthatdifferentengagementstrategiesneededtobeconsidered.Insomecases,incentiveswereusedtoencourageparentstotakepartintheinitialactivity.Forexample,inShepwayparentswereincentivisedtotakepartinthefirstofaseriesofwebdesignlessons.Interimevaluationconductedwiththeparentsaboutthisactivityhasshownthatparentsnowfeelmoreconfidentincomputertechnologyandhappytoworkwiththeirchildrenoncomputers.
Otherformsofincentivesused,beyondfinancialincentives,includedprovidingparentswithcertificationforpartakinginacourse/activity.InDarwen,forexample,parentswhoparticipatedinthe‘HealthyLifestyles’programmeweregivenacertificateoncompletionofthecourse.Inthissamearea,streetengagementworkwasconductedtoencourageparentstoregistertoInspiringCommunities–onceregistered,followupsupportwasofferedtoparentsrangingfrombusinesssupporttoinformationaboutlocal
colleges.Thiswasfelttobeaneffectivewayofensuringthatparentsenrolledinactivity.
Peertopeerandoutreach
Inthesamewaythatmanyactivitiesdesignedforyoungpeopleincludedusingtheirpeerstoactaspositiverolemodels,partnershipsalsoworkedwithparentstorecruitandtrainthemtobeambassadorsandrolemodelstootherparents.Totakeoneexample,CommunityCommunicatorswererecruitedinBristol,withtheaimthattheywouldactasambassadorsfortheInspiringCommunitiesprogrammeintheirarea.TheseCommunityCommunicatorscomprisedparentsaswellasyoungpeopleandparentsreceivedaccreditationanddevelopmentexperiencebywayofa‘thank-you’.
Insomeareas,ParentSupportAdvisors(PSAs)andoutreachworkershavealsobeenusedtoprovidetailoredsupporttoparentswithmorecomplexneeds.InPendle,outreachworkershaveengagedwith332individualssofarandprovidedsupportinissuesrangingfromemploymentandhousingtoeducationandparenting.Forexample,28parentsintotalhavebeenreferredtospecifictrainingorlearningopportunities,and17parentshavebeen
referredforemploymentsupport.AnexampleofanoutcomeinparentalengagementcomesfromGrimbsy,whohadfourvacanciesforparentgovernorsatthelocalschoolbutsincetheInspiringCommunitiesprogramme,threeofthesepositionshavenowbeenfilled.
Spotlight on: Kendray and Worsbrough Bank End, Barnsley
What:Ayouthclub(DaleParkCommunityGroup)thatstrengthenscommunitylinksbetweenyoungpeople,theirparentsandthelocalschoolthroughvariousafterschoolactivitiesResult:90%ofparentsattendedtheYear9OptionsEveningcomparedwith15%thepreviousyear.
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Engaging the community
InvolvingthewidercommunityinInspiringCommunitiesactivitieswasviewedasacrucialwaytomobilisepeopletotakeactiontohelpyoungpeopleraisetheirambitionsandachievementatschoolandallpartnershipsconductedavarietyofactivitiestohelpfulfilthisgoal.
Digitalandsocialmediaavenueswerecitedbymanytobeasuccessfulforumfromwhichtoengagewholecommunitieswithactivityandmakecommunitiesawareofaproject’sprogressandsuccesses.
Partnershipworking
Whereactivitywasfelttomakethegreatestdifferencetothecommunity,partnershipsforgedstronglinkswithlocalcommunityfigureheadsandworkedinpartnershipwiththemtodeliveractivity.Forexample,aliteraryprojectinDarwenwasconductedinconjunctionwiththelocal
PremiershipfootballclubandinGrimsby,anumberofmeetingswereheldwithlocalcommunitygroupstomobilisesupportforupcomingactivities.InStokeonTrent,activitiesformanyoftheeventswerepromotedthroughTenantsandResidentsAssociations.Thisthemeofcollaboration,onwhichtheInspiringCommunitiesprogrammewasbuilt,manifesteditselfindifferentwaysacrosspartnerships,forexamplesomemaintainedandcontinuedtogrowthecommunitypanelsthatwereestablishedduringthedevelopmentphaseoftheproject.
Localbusinesses
EngaginglocalbusinessestosupportInspiringCommunitieswasakeyfeatureofmanyoftheactivitiesthatwerebasedonhelpingstrengthenyoungpeople’sandtheirparents’awarenessoffutureeducationandcareerpathways.Thiswaseitherintheformofworkexperienceortalksbylocalbusinessesgiveninthecommunity.ShepwaypartnershipworkedwiththeChannelChamberofCommercetoconductregularsessionsofferingbusinessandITsupportandadvicetothecommunity.Thesesessionswereheldatcommunitycentresthroughouttheareaand
wereacatalystforyoungandoldpeopleworkingandlearningtogether.Asignificantelementofthisactivitywastraining,providedbyFolkstoneAcademy,foryoungpeopletobecomeDigitalMentors.Recruitmentsessionsfor‘communitymentees’tookplacethroughschoolsandthroughthesessionswiththeChannelChamberofCommerce,AgeConcernandStSaviour’sChurch.Throughcollaborativepartnershipworking,thisactivitywasdeemedparticularlysuccessful.
Events
Communityeventswerecommonacrossallpartnershipsandusedfordifferentpurposes.Insomeinstances,theeventswereawaytoshowcaseactivitiesonofferthroughtheInspiringCommunitiesprogrammewhileinotherstheywereawaytorecruitvolunteersorambassadorsfortheprogramme.InThetford,eventswereusednotonlytoraiseawarenessoftheprogrammebutalsoasfundraisingopportunities.Eachoftheeventsheldinthearea,includingaHalloweenQuiznightandHolidayFunDay,wereverywellattended.Thiswasattributedtosustainedpromotionoftheeventsforexample,throughmonthlyadvertisingin‘AboutThetford’magazine.
19%ofquestionnairerespondentsfelttheircampaignhadmadea big differencetothecommunityasawholeintheirlocalarea,and76%feltithadmadesome difference.
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Inter-generationalactivity
Inter-generationalactivitywasviewedasaneffectivewayofbridgingthegapbetweenyoungandoldandalsobetweendifferentandsometimesfragmentedcommunities.InPendle,aCommunityPledge,wherebymembersofthecommunitywereencouragedtosignupto‘pledgetoworktogethertobroadenourhorizonsandhelpusreachourpotential’,wasusedasawayofstrengtheningcommunitytiesandencouragingasharedsenseofresponsibility.Sincethelaunchevent166individuals,ofallageranges,signedthePendlePledge.
Communitytwinningwasanotherwayinwhichpartnershipsencouragedyoungandoldpeopletobroadentheirhorizons.InShepway,youngpeopletookpartinGettheElderlyActivewheretheyworkedcollaborativelytobrainstormsportingactivitiesthatwouldappealtoallaudiences–onesuchactivitywascarpetbowls.
InGrimsby,visitstoothercommunitiestookplacethroughExtendedSchoolsandoncefundingforExtendedSchoolsin2011/12isestablished,thepartnershipplanstobuildonthisactivitybygettingparentstovolunteertoleadtheactivity.Thiswillbedoneinconsultationwithparentswherebytheirskills/hobbiesandinterestsareestablishedattheoutsettoensuregooduptakeoftheprogramme.
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Case study: Gorton, Manchester
Using young people to lead the campaign and engage with parents and the community.
TheGortonPeoplebrandwasdevelopedfollowingafundingapplicationtoInspiringCommunitiesfromUrbis,anurbanregenerationgroupthattrainsdisadvantagedyoungpeopleinadvocacyandleadershipskills.FollowingthesuccessfulapplicationGortonPeoplebegandevelopingarangeofcommunityprojectsforyoungandoldpeopleinthelocalcommunity.TheGortonPeopleteamispartofapartnershipsupportedbyManchesterCityCouncilandNewEastManchester;eachcommunityprojectisdevelopedbyapanelof12youngpeopleandthreeadultsfromthelocalareawhoactascommunitychampionsensuringlocalpeople’sneedsaremet.Theteamisfortunateenoughtoreclaimandrentalocalunusedbuildingastheirbasetomeetandholdeventsin.Topromotethegroupandtoadvertisetheirevents,theteamdevelopedawebsiteandamonthlynewsletter.TherehadbeennocommunityprovisionforyoungpeopleinGortonsothepaneldecidedtostartayouthclubforteenagersandajunior
youthclubforchildrenatthelocalcommunitycentre.Theyforgedastrongrelationshipwiththelocallibraryandtogetherdevelopedanunder18’sfilmnightwhereDVDsdonatedbythelibraryarescreenedeachweektomakeyoungpeopleawareofalltheservicesofferedattheirlocallibrary.Thegroupprovedtobeextremelypopularandhelpedthelibrarydeveloplinkswithyoungpeoplewhohadneveraccesseditbefore.
“Although the youth panel developed many successful and well received initiatives they often had to overcome an initial barrier of negativity from local parents but eventually, once parents could see the value and momentum in the projects they were actually happy to volunteer!”Andrea Taylor, Project Co-ordinator for Gorton People, Stronger Together
Toshowthelocalcommunitythepositiveeffectthatyoungpeoplecanhaveontheircommunity,theyouthpaneldecidedtodevelopanILoveGortonFundayeventatanunderusedpark.Theirambitionwastoprovideasmanyactivitiesandentertainmentsforfreetoensurethatpeopleonlowerincomescouldbeincluded.Theeventincludedmusicanddanceperformances,fairgroundrides,craftstallsandacharityfootballmatch.Thedaywasahugesuccessandwasattendedbyover1,500peopleaswellasanumberofdignitariesincludingSirGeraldKaufmanMPandlocalcouncillors.
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Challengesandlearning
Allpartnershipsdevelopedplansforactivitythatensuredacommunitywideapproachtotacklinglowaspirationandattainmentlevels.Themostfrequentlycitedchallengetoachievingthisgoalwasengagingparentsandmanyprojectscitedlowattendancelevelsofparentsatevents.Inmanyareas,in-depthengagementworkwasneededforthoseparentslackinginconfidenceorabilitytoundertakecertainprogrammes/activities.Thistookavarietyofformsincludingdoorknockingtoreachparentsattheoutsetofactivityaswellastrainingandsupportforparents.
Insomecasespracticalreasons,suchasschoolsnotreleasingcontactdetailsforparents,madeengagingparentschallenging.Thismeantthatsomepartnershipshadtothinkmorecreativelyabouthowtobringparentsonboard–inStokeonTrenteventsforparentswerepromotedthroughchildrentakinginvitationcardshometoparentsandinDarwen,maleonly‘AdrenalineEnterprise’eventswereheldandfatherswereencouragedtoattendwiththeirsons.These‘fun’activitieswereusedtointroduceparentsandfamiliestotheprogrammeanditsaimsmoregenerallyfirst,beforeinvitingthemtomorespecificlearningevents.AlsoinDarwen,thesimpleofferingof
afreecrècheforparentstakingpartinthefamilylearningprogramme,wasfoundtomakeabigdifferencetothesuccessofaneventasitreducedthepracticalbarrierstoparentsattendingastheydidnotneedtoarrangechildcarefortheirotherchildrenwhowerenotintheagebracketfortheInspiringCommunitiesprogramme.
Thoughmostpartnershipseventuallysucceededininvolvingparentsintheprogramme,manyhighlightedthatbuildingrelationshipswithparentswasatimeconsumingtask.TheInspiringCommunitiespartnershipinPendlerecognisedthistobethecaseandthatwithparents;wordofmouthwouldbeakeywayinwhichtheywouldbecomeengagedintheprojectandactivities.UsingthisknowledgethePendlepartnershiptookatieredapproachtoactivitybyfirstlyengagingwithyoungpeopleandthenparentsonceactivityhadgeneratedmomentum.Parentalengagementtoolsinthisareaalsohadtobemodifiedalongtheway,forexample,Universityvisitswereoriginallyplannedforparentsandtheirchildrenthenreplacedbyvisitstolocalcollegeswhichweredeemedbyparentstobemorerealisticfirststepintheirchildren’sfuture.Inadvanceoftakingfamiliestocolleges,parentswereeasedintotheprogrammethroughextra-curricularactivities.
Forthemostpart,activitiesforparentsthatwereheldoutsideschoolsettingsweremorepopularthanthoseheldwithinschoolsettings.StokeonTrentfacedchallengesengagingparentswiththeirPALS(parentsactivelylearningtosupport)activitywhenitwaslocatedinschools,sotheyhadtoreachouttoparentsincommunitylocationstogettheminvolved–forexampletargetedactivityinaWackyWarehousepubresultedin12parentsandtheirchildrenparticipatinginareadingactivityandreceivinga‘goodybag’ofrelevantinformationtosupportthemwithreadingahome.TheStoketeamalsoheldFamilyLearningSessionsduringthesummerholidaysinalocalchildren’scentre,andalocalprimaryschoolheldajointeventwithalocalfairtoconsultparentsonwheretheyfelttheirchildrenneededmoresupport.Thiseventdoubledupasafundraisingopportunityandraised£1,000fortheschoolfund.
Activitiesacrosspartnershipstargetingparentswerevaried–somefocussedonhelpingparentssupporttheirchildmakethetransitionfromprimarytosecondaryschoolwhereasotherscentredonimprovingparentalengagementinparentseveningsatschools.
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AreassuchasGrimsbyhaveplannedtoprogressideasfocussingonmakingparentseveningsmoreofasocialoccasion.Inthesamearea,theInspiringCommunitiespartnershipisseeingtofundcommunitytwinningvisitsthroughextendedschoolsin2011andencouragingparentstobecomevolunteersofextendedschoolsactivities.Severalotherareashaveoutlinedplanstoextendengagementactivitybytappingintoextendedschoolsfunding.
Duetocontinualinvolvementandfeedbackfromyoungpeopleandparents,manypartnershipshadtomodifyactivitiesandpromotionalmethodsalongthewaysotheyreflectedtheneedsoflocalcommunities.Thoughthiswasproblematicinsomeinstances,thiswasfelttobeacriticalsuccessfactorformanypartnerships.
Forsomepartnerships,securinginternalbuy-infortheprojectproveddifficultandthishadtheknockoneffectoffragmentedworkingrelationshipsandlackofcollaborationbetweenkeyagencies/projects.Negotiatingthemutualbenefitsoftheprojectaswellasensuringconsistentreportingarrangements(i.e.regularmeetingsbetweenprojectleaders)andwritingboththesefactorsintocontractsattheoutset,wasconsideredtobeakeylearning.
Manypartnershipsemphasisedthatbuildingrelationshipsandasenseoftrustwiththeirlocalcommunitieswasatimeconsuming,albeitrewarding,task.Thismeantthatsomepartnershipsfounddeliveringalltheirplannedactivitiesinthespecifiedtimeframe(15months)andconductingindepthengagementworkwasachallenge.However,mostpartnershipshaveusedthisprojectasstartingpointoftheirjourneytoraiseaspirationsandattainmentlevelsamongyoungpeople.
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Programmestatistics
Thefollowingstatisticssummarisetheimpactoftheprogramme,basedonthequestionnairescompletedbyneighbourhoodpartnershipsandprojectpartners.
How would you rate your experience of being involved with the Inspiring Communities campaign?
Verygood 45%
Good 41%
Neutral 14%
Poor 0%
How would you rate the effect of your campaign on young people’s attitudes and behaviour in your area?
Madeabigdifference 38%
Madesomedifference 62%
Madelittledifference 0%
Madenooranegativedifference 0%
How would you rate the effect of your campaign on parents’ attitude and behaviour in your area?
Madeabigdifference 18%
Madesomedifference 64%
Madelittledifference 18%
Madenooranegativedifference 0%
How would you rate the effect of your campaign on the attitudes and behaviour on the community as a whole in your area?
Madeabigdifference 19%
Madesomedifference 76%
Madelittledifference 5%
Madenooranegativedifference 0%
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Further information
InspiringCommunitiespartnershipshavecollectedlocalevidenceontheeffectivenessoftheiractivities.AlthoughGovernmentfundingendedinMarch2011,manyoftheactivitieswillcontinue,eitherthoughinclusioninschoolcurriculums,attractingfundingandsupportfromlocalpartnersornewmechanismssuchassettingupCommunityInterestCompanies.
ThecommunitycaféinThetford,hasobtainedReachingCommunitiesLotteryfunding.ThepartnershipinDarwen,wasselectedasoneoftheNESTANeighbourhoodChallengeprojectswhichwillallowthemtocontinuetheircommunitycampaignforanotheryear.InDagenham,localpeoplerealisedtheimportanceoftheBASEcommunitycentre,setupwithInspiringCommunitiesfunding,andorganisedapetitiontokeepitopenafterMarch2011.Fundinghasnowbeensourcedtoallowittoremainopenforaminimumofafurther12months.
Ifyouwouldliketogetintouchwithoneofthepartnershipsorhaveanygeneralenquiries,pleasecontact:
Other research and resources
InspireAspireSouthYorkshire
AprogrammeacrossSouthYorkshiretoraisetheaspirationsofchildrenandyoungpeople,usingaSocialMarketingapproachtounderstandthedriversthatleadtolowaspirationandapplyingthisproventechniquetotackletheissue.
Formoreinformationgoto:www.sheffield0to19.org.uk/i-asy
JosephRowntreeFoundationresearch
AmajorstudywaspublishedinMarch2010examiningtheroleofattitudes,aspirationsandbehaviourinexplainingtheattainmentgapbetweenricherandpoorerchildren.FurtherresearchwillbepublishedinAutumn2011.Onestudywillexploreattitudes,aspirationsandattainmentinthecontextofdifferentplaces.Twoprojectsarereviewingtheevidenceforacausallinkbetweenattitudes,aspirationsandattainmentandtheeffectivenessofinterventionstoraiseattainmentthroughaddressingchildrenandparents’attitudesandaspirations.
Formoreinformationgoto:http://www.jrf.org.uk/work/workarea/education-and-poverty
Yvonne DoveBigSocietyDeliveryandVanguardDivision
DepartmentforCommunitiesandLocalGovernment
Phone:03034442608Email: Yvonne.Dove@communities.gsi.gov.uk
CentreforIntergenerationalPractice
TheCentreforIntergenerationalPracticeiscommittedtosupportingthelearningfromtheprogramme.Tosupportthisithasestablishedadedicatedwebpagestocapturetheresourcesproduced,willprovideadviceandguidancetoprojectslookingforfurtherdevelopmentandbyregisteringwiththeCentrewillprovidefreeresources,newslettersandaccesstoregionalnetworkmeetings.Formoreinformationgoto:www.centreforip.org.uk
InspiringCommunitiesprocessevaluation
Thescopingreport,outcomesframeworkandlocaltheoriesofchangewillbepublishedontheDCLGwebsiteinSummer2011.
© Queen’s Printer and Controller of Her Majesty’s Stationery Office, 2011 Copyright in the typographical arrangement rests with the Crown.
You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or e-mail: psi@nationalarchives.gsi.gov.uk.
This document/publication is also available on our website at www.communities.gov.uk If you require this publication in an alternative format please email: alternativeformats@communities.gsi.gov.uk Any enquiries regarding this document/publication should be sent to us at: Department for Communities and Local Government Eland House Bressenden Place London SW1E 5DU Telephone: 030 3444 0000 June 2011 ISBN: 978-1-4098- 2986-7
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