Inspiring Communities, changing behaviour · 2012-10-31 · • Inspiring Communities • The power...

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

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

Section 1: contents • Foreword• Nationalcontextandbackground• InspiringCommunities• Thepowerofcommunityparticipation• Behaviourchangecampaigns• Behaviourchangeinaction

• Foreword• National context and background• InspiringCommunities• Thepowerofcommunityparticipation• Behaviourchangecampaigns• Behaviourchangeinaction

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

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

• Foreword• Nationalcontextandbackground• InspiringCommunities• The power of community participation• Behaviour change campaigns• Behaviourchangeinaction

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.

• Foreword• Nationalcontextandbackground• InspiringCommunities• Thepowerofcommunityparticipation• Behaviourchangecampaigns• Behaviour change in action

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

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

Section 2: contents• Identifyingprogrammeobjectives• Identifying and reaching the target audience – Group discussions – Observing people’s behaviour

and understanding feelings

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.

Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviour

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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• Interviews• The results• Doingityourself• Researchmethods• Researchinaction

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

• Interviews• The results• Doingityourself• Researchmethods• Researchinaction

• Interviews• Theresults• Doing it yourself• Researchmethods• Researchinaction

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?

Section 2: contents• Identifyingprogrammeobjectives• Identifyingandreachingthetargetaudience –Groupdiscussions –Observingpeople’sbehaviourand

understandingfeelings

• Interviews• Theresults• Doingityourself• Research methods• Researchinaction

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.

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.

• Interviews• Theresults• Doingityourself• Researchmethods• Research in action

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

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

Section 3: contents• Using your research• Behaviourchangetheories• Workingwiththecommunity

• Resourcemapping

“ 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

Section 3: contents• Usingyourresearch• Behaviour change theories• Workingwiththecommunity

• Resourcemapping

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).

Section 3: contents• Usingyourresearch• Behaviourchangetheories• Working with the community

and building partnerships• Planningyourprogramme• Projectmanagement

• Resourcemapping

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

Section 3: contents Stage two – Development

• Usingyourresearch• Behaviourchangetheories• Working with the community

and building partnerships• Planningyourprogramme• Projectmanagement

• 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

Section 3: contents• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity

andbuildingpartnerships• Planning your programme• Projectmanagement

• Resourcemapping

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.

Go back to sections

• Usingyourresearch• Behaviourchangetheories• Workingwiththecommunity

andbuildingpartnerships• Planning your programme• Projectmanagement

• 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

• Resourcemapping

andbuildingpartnerships• Planningyourprogramme• Project management

• Resourcemapping

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

Go back to sections

• Sharing and learning• Campaign proposition• Bringingthecampaigntolife• Testingyourideas• Runningacommunitypanel

• Resourcemapping

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.

• Sharingandlearning• Campaignproposition• Bringing the campaign to life• Testingyourideas• Runningacommunitypanel

• Resourcemapping

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.

• Sharingandlearning• Campaignproposition• Bringing the campaign to life• Testingyourideas• Runningacommunitypanel

• 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.

• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testing your ideas• Runningacommunitypanel

• Resourcemapping

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.

• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testing your ideas• Runningacommunitypanel

• 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

• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Running a community panel

• Resourcemapping

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.

• Sharingandlearning• Campaignproposition• Bringingthecampaigntolife• Testingyourideas• Running a community panel

• Resourcemapping

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

• Resourcemapping

< > 34

• Key questions to ask in the development stage

• Resourcemapping

“ 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

• Identifying support and resources in your area

• Resource mapping

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.

• Resourcemapping

< > 36

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

• Resourcemapping < > 37< > 37

Case study: East Shields

DataabouttheresourcesavailabletosupporttheInspiringCommunitiesprogrammeinEastShields,SouthTynesidewerecollectedbyspeakingwithpartnersandaskingthemtonoteinaspreadsheetanyrelevantsourcesofcentralgovernmentorlocalauthorityfundingaswellasinfrastructureandothertypesofassetthatmaybeusedtodelivertheprogramme’sobjectives.

OfficersfromSouthTynesideBoroughCounciltookaleadroleinseekingoutandsupplyingrelevantdatafortheresourcemappingexercise.TheexercisepointedthewaytowardsnewandmoreeffectivewaysofworkingforthebenefitofyoungpeopleinEastShields.Forexample,thereareclearopportunitiesforbetterbudgetalignmentandevenbudgetpoolinginsomecasesbylocalpoliceandfireservices,neighbourhoodpartners,thehealthsector,centralgovernmentdepartmentsandvoluntaryagencies.Thereisalsohiddenpotentialintheuseofcommunityassetsforawiderrangeofoutcomesthanatpresentandseveralpossiblesourcesofextranationalfundingforwhichthepartnershipmayqualifyremainuntapped.

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

Section 4: contents • Ways you might evaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople –Engagingparents

–Engagingthecommunity –Challengesandlearning –Programmestatistics• Furtherinformation

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?

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.

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’

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.

Learning

Thelearningfromtheevaluationshouldbeoutlinedinanevaluationreport,whichcaninformexistingandfuturecampaigns.Onceyouhavecompletedthisstage,youmightwanttoconsiderhowtoshareyourlearningmorewidely.Forexample,youcouldcirculateyourfindingstoeveryoneinvolvedinactivity.

Spotlight on: Norfolk, Thetford

What:TheMeetUpCafe–Acommunitycaféforyoungpeopletomeetandtakepartinarangeofactivities.

Result:150youngpeoplearemembersofTheMeetUpCafé–inexcessof100youngpeoplevisitonaweeklybasis.TheMeetUpCaféhasadedicatedFacebookpagewithover400members.25adultshavesignedupasvolunteersfortheMeetUpCafé.YoungpeopleorganisedaPensionersChristmasMealaspartoftheirinter-generationalvolunteering,whichwaswellreceivedandgeneratedpositivemediacoverage.

1.BehonestWhatcouldyoudodifferently?Whatcouldyouimprove?

2.LookforopportunitiesWhatnext?Keepupthemomentum.Arethereanyotherstakeholderpartnershipstoexplore?Whatothergroupscanyougetinvolvedwith?Canyouidentifyfurtherfundingopportunities?Howcanyouensurethattheprogrammeissustainable?

3.BebraveAskforfeedbackfrompartnersandtargetaudiences–theirhonestviewscanmakearealdifferencetoyourfutureplans.

Questionactivitiesthatcannotbeevaluated–ifitcouldn’tbeevaluatedthenyoudon’tknowifithasworkedandit’smuchhardertojustifyfurtherinvestmentinactivity.

Section 4: contents • Waysyoumightevaluate• Results of Inspiring Communities project review – Introduction –Engagingyoungpeople –Engagingparents

Results of Inspiring Communities project review

Introduction

In2011,theInspiringCommunitiesprogrammeconductedaprojectreview.Thistooktheformofevaluationquestionnairesbeingdistributedtoall15partnershipstounderstandwhatactivityhadbeenimplemented,theeffectoftheseactivitiesonparents,youngpeopleandthecommunityasawholeandthekeylearningderived.In-depthinterviewswerealsoconductedwiththeGortonandRawmarshpartnershipstoprovideafullerpictureofactivityintheseareas.Thesecasestudiescanbefoundonpages54and49.Together,thisinformationprovidesaflavourofactivitythattookplaceacrossthedifferentpartnershipareasandlooksathowtheprogrammeworked.

Section 4: contents • Waysyoumightevaluate• ResultsofInspiringCommunitiesprojectreview –Introduction – Engaging young people –Engagingparents

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.

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.

Pathways

ActivitiestailoredtowardsmorevulnerableyoungpeopleandNEETsoftencentredaroundhelpingthemidentifypotentialfuturepathways.OnesuchexamplewasinNorthEastLincolnshirewherePath4Lifewasdevelopedtohelpyoungpeopledevelopa‘roadmap’,whichlaidouttheirfutureplansrelatingtoeducationandemployment.StudentsfromWhitgiftSchoolwereencouragedtodesignpersonalmissionstatementsandthensupportedinworkingoutpathwaystohelpthemachievetheirmissionstatement.Todate,34studentshaveenrolledintheprogrammeandqualitativeevaluationisplannedtoassesshowhelpfulstudentshavefoundtheprogramme.Teachersarealsobeingaskedtogivetheirviewsonwhethertheyfeeltheprogrammehasmadeadifferencetothebehaviourandattitudesofpupils.Infuture,itishopedthattheworkwillbesustainedthroughapartnershipwithalocalcollegewhowillhelpsupporttheobjectiveofeachstudenthavingtheirownpersonalmissionstatement.ItisalsohopedthatStudentAdvisorswillbeabletotakeoverallresponsibilityforthispieceofwork.

Spotlight on: Henbury, Bristol

What:BS10BigItUp!–TheBS10BigItUp!IsacommunitybranddevelopedbylocalyoungpeopleandencompassedarangeofprojectsandactivitiesResult:8400exposurestoactivitiesandopportunitiesrelatedtoBS10BigItUp!752individualshaveactivelyengagedwiththeprojectviatheFacebookpage,attendingaworkshoporevent,votingonthebrandormakingapledge

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

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.

Section 4: contents • Waysyoumightevaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople – Engaging parents

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.

Section 4: contents • Waysyoumightevaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople – Engaging parents

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.

Section 4: contents • Waysyoumightevaluate• ResultsofInspiringCommunitiesprojectreview –Introduction –Engagingyoungpeople –Engagingparents

– Engaging the community –Challengesandlearning –Programmestatistics• Furtherinformation

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.

Inter-generationalactivity

Inter-generationalactivitywasviewedasaneffectivewayofbridgingthegapbetweenyoungandoldandalsobetweendifferentandsometimesfragmentedcommunities.InPendle,aCommunityPledge,wherebymembersofthecommunitywereencouragedtosignupto‘pledgetoworktogethertobroadenourhorizonsandhelpusreachourpotential’,wasusedasawayofstrengtheningcommunitytiesandencouragingasharedsenseofresponsibility.Sincethelaunchevent166individuals,ofallageranges,signedthePendlePledge.

Communitytwinningwasanotherwayinwhichpartnershipsencouragedyoungandoldpeopletobroadentheirhorizons.InShepway,youngpeopletookpartinGettheElderlyActivewheretheyworkedcollaborativelytobrainstormsportingactivitiesthatwouldappealtoallaudiences–onesuchactivitywascarpetbowls.

InGrimsby,visitstoothercommunitiestookplacethroughExtendedSchoolsandoncefundingforExtendedSchoolsin2011/12isestablished,thepartnershipplanstobuildonthisactivitybygettingparentstovolunteertoleadtheactivity.Thiswillbedoneinconsultationwithparentswherebytheirskills/hobbiesandinterestsareestablishedattheoutsettoensuregooduptakeoftheprogramme.

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.

–Engagingthecommunity – Challenges and learning –Programmestatistics• Furtherinformation

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.

–Engagingthecommunity – Challenges and learning –Programmestatistics• Furtherinformation

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.

–Engagingthecommunity –Challengesandlearning – Programme statistics • Furtherinformation

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?

How would you rate the effect of your campaign on the attitudes and behaviour on the community as a whole in your area?

–Engagingthecommunity –Challengesandlearning –Programmestatistics• Further information

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.

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

Inspiring Communities, changing behaviour · 2012-10-31 · • Inspiring Communities • The power...

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