Breakfast Club Part 1

Breakfast evaluation

The

Club

An evaluation of the Breakfast Club Coinneach Shanks

1

1.0

Introduction....................................................................................................2

2.0

Background to the Locality............................................................................2

3.0

Background to the Breakfast Club.................................................................3

4.0

Description of the Project ..............................................................................3

5.0

Consumer questions .......................................................................................4

6.0

Management and Operational Structure ........................................................9

7.0

Health and nutrition in the Breakfast Club operation ..................................10

8.0

Social training ..............................................................................................10

9.0

Effect on School Performance .....................................................................11

10.0

Target Group and numbers ..........................................................................12

11.0

Future plans..................................................................................................14

12.0

Implications for the development of the Breakfast Club .............................15

13.0

General Conclusions ....................................................................................19

Appendix “A”: Present and possible Breakfast Club functions by funding departments ..........................................................................................................20 Appendix "B":

Eliciting the voice of the child .................................................21

Appendix "C":

Possible assessment system for Breakfast Club children........22

Appendix “D”:

Terminology ............................................................................23

2 1.0

Introduction.

This evaluation seeks to achieve two aims. The first is to provide an overview of the Club including its development and its current status. The second is to examine the opportunities and constraints offered for developing the Club beyond its current position. Within Ireland as a whole, Breakfast Clubs have carved out a place as an ancillary support to the education system. In policy terms, Clubs fall within several agendas. They form part of the Governments social inclusion and equality strategies and as such target those children whose education suffers due to poverty effects. Many children from poorer neighbourhoods start their school day at a disadvantage due to lack of adequate care, attention and poor nutrition prior to leaving school. At the same time, Clubs are central to other Government programmes, which concern the economy as a whole. Here, pressure to put child-care measures in place relates to the regulation of the labour supply. Provision of childcare resources allows parents to participate in the labour market and thus achieve a higher standard of living. Finally, education is a vital factor in the future quality of the labour supply, which in turn has a direct impact on standards of living. If due to a poor start to the day, children are unable to fully benefit from education, this can be seen as constituting a waste of education resources. I am leaving aside the question of the poverty trap and the way it affects parents’ choices since there is already much evidence to explain the reluctance of low-income parents to take jobs. But here, I want to examine the place of the Breakfast Club and how it affects the opportunities of the locality and its citizens. The intention is to secure the best available resources that will help remedy the problems of children in the neighbourhood. How can the Project engage with funding mechanisms in order to achieve its original objectives? How may it develop without compromising these objectives? What structure, resources and funding does it need to so develop? 2.0 Background to the Locality The project is situated in an area of social and economic disadvantage. Within its catchment, several estates feature the following problems • • • • •

high unemployment high numbers of lone parent families environmental decay vandalism drug abuse

Because of the position of the locality, it is possible for those not familiar with the district to be unaware of its presence or problems. Yet the general look of the area can be a little depressing with houses in disrepair and run down shopping units. Residents are subject to some environmental pressure with industrial and commercial traffic passing through the localities involved. Much housing is of a poor standard and in need of external repair and there is limited public open space or access to recreational resources. In common with other areas of social disadvantage close to the inner city,

3 local residents have good access to high grade shopping facilities. At the same time, their purchasing power remains low. 3.0 Background to the Breakfast Club The Breakfast Club began in 2000 as a result of an initiative by an education network. Evidence from teachers suggested that many children were arriving at school hungry. At the same time, Breakfast Clubs had already developed in some areas and a large and well-financed initiative in the north city offered a model of best practice. Although the north city initiative was much larger, well financed by charities and supported by many volunteers, it provided an example of what was possible. The Manager1 of the Breakfast Club works as part of the network organisation and through her efforts in developing new initiatives, the idea of the Breakfast Club was formulated and put in place. The Breakfast Club was conceived not merely as a way of providing breakfast, but as a mechanism for making school more pleasurable. By putting an emphasis on the start of the day, children would be encouraged to develop a different attitude. Looking forward to the Breakfast Club meant reducing possible disinterest and even anxiety in going to school. Children would go to school well fed and following social interaction with schoolmates. Additionally, it was envisaged that school attendance would improve since the club might bring children out of their homes that may otherwise fail to attend. The question of stigma is one that affects all Breakfast Clubs. It is an indication of the continuing debate about whether social benefits should be universally applied or restricted to those most in need. The network recognised that if the Breakfast Club was restricted to those most in need, then the children who needed the service might feel self-conscious, vulnerable and hence unlikely to use the resource. So in common with many other clubs2, the network opted to open the club to any child within it catchment that wished to attend. The project began as a voluntary venture situated in the Parish Centre. Subsequent funding allowed the Club to employ one part time worker and to purchase catering equipment. Further funding pays for food on a per capita daily basis. Although staff assistance has previously been available through employment and community schemes, the future of the programme is uncertain and no firm commitment has been given for the continuation of such arrangements. The numbers attending the club vary from around 20 to 50 young people depending on the time of year. The club is now an accepted part of daily routine for a core group of young people. 4.0 Description of the Project The Breakfast Club is situated in the premises of the parish centre, which is attached to church premises. The premises is a detached house that lies to the rear of substantial ground. It is reached through one of two gates from the main road. The club uses the ground floor of the building, which also houses offices, and breakfast is served in one of the two large ground floor rooms. There is an additional kitchen-dining room where some food is prepared. The cooking facilities are 1

The overall coordinator is referred to as “Manager” to avoid confusion with the Club co-ordinator. Here I am drawing on the work of Harrop and Palmer in the UK. Their excellent exposition of the benefits and problems of breakfast clubs is an excellent contribution to the body of research in the area. 2

4 separated to the rear of the kitchen-diner which although slightly cramped are manageable. Of the two large breakfast rooms, the first is dedicated to children and breakfast and is laid out in partial self-service fashion with breakfast cereals and juices centralised on a single table. The second is an overflow room for use when numbers are larger. Breakfast is eaten at a series of large communal tables and the children are allowed to choose their own place. The children are also encouraged to engage in creative activities such as arts and crafts and their drawings and photographs are displayed along the walls. As such, they are encouraged to feel part of a club. The Club, although small, has the “feel” of a high-energy project. It is clear that the children enjoy their participation in the Club. The atmosphere has something in common with a young people’ “hostel”3, where residents know one another and are aware of each other’s likes and dislikes. Child interaction takes place within a cheerful and cosy environment that offers stability and security. Behaviour is good, given the mixed age group and although acting out can take place, it appears to be at an acceptable level and is to be expected. The children treat the premises as their own and are reasonably helpful. On arrival of a visitor, they express courtesy and curiosity. So how does the Breakfast Club operate? Children arrive at 8:00am and breakfast commences soon thereafter. For four days a week, breakfast comprises of toast, spreads of different kinds and juices. On Friday a full breakfast is served with sausages, egg etc. The children may eat as much as they want and service is upon demand. Generally self-service is not encouraged since spillage and wastage can occur. However children do, from time to time, serve themselves and it is at this point that accidents occur. This appears to be due to excitement and enthusiasm, rather than unruly behaviour. The part-time Breakfast Club co-ordinator and volunteers take turns to make toast and to supervise and serve the children. It is here that the pressure on volunteers and staff becomes evident, particularly where there is overspill into a second room. Separation of staff and volunteers appears to occur because of demands on time and space. As a result, volunteers are often (but not always) confined to the kitchen area, making the vast quantity of toast that the children demand. Where time permits, games and competitions are mobilised, although there are time constraints since staff must encourage the children to leave at a time whereby they reach school punctually. 5.0 Consumer questions The following model offers an opportunity to look at the project from a consumer perspective. The model sees the residents of the neighbourhood, locality or area representing the range of possible consumers. In this case the children and their parents are the consumers. This EU model seeks to establish if there are any barriers that could prevent children and parents using the service. It may also acknowledge the social barriers that might work at the neighbourhood and society level. Access means making services more readily accessible by bringing them closer to the recipients. This works by providing services locally and ensuring integration with 3

I use this term carefully since I want to avoid the pejorative connections that the term “ hostels” can generate. I refer to hostels and “foyer” projects for young people working away from home.

5 related services. The service is integrated with the primary schools used by children in the neighbourhood and is provided very close to its potential consumers. Children have relative ease of access to the Breakfast Club and it is not too distant from the children’s schools. Children are made aware of the Breakfast Club through schools and at neighbourhood level. The part time member of staff lives locally and is known personally by many parents. Her appointment is acknowledged to have resulted in increased numbers of children using the service. The fact that many children are bringing themselves to the Club suggests that the Club is very accessible to them. Children are under no pressure to attend but do so voluntarily. Exclusion from the Club (which is rare) results in a continued demand to be readmitted. For parents the situation is somewhat different. For the most part, parents are happy for their children to attend but do not wish to participate in the running of the Club themselves. Reluctance to participate may be a reflection of the socio economic problems of the neighbourhood. There are on occasions, periods where the children may not be allowed into the Club. This takes place when there is only one person available to oversee the children. It is felt that this situation would present some danger for the children, lead to operational problems in food preparation and distribution and presents security problems. The only option currently is to wait until the arrival of a volunteer. This is a key constraint to the viability of the Club’s operation. The following point is made by the Breakfast Club co-ordinator: It’s better to have staff - because staff turn up! For them and for me. They know its not good to not turn up. I have to get everything ready and 7 times out of 10 there aren’t any (volunteers) here at 8 clock.

Although the road outside often appears quiet, traffic junctions, bends and sight lines offer some danger for children. This deserves some examination by the Club since some children are making journeys unaccompanied by parents. A few parents have expressed dissatisfaction because of the position of the Breakfast Club. It is reported that vagrants occasionally use the secluded church grounds and their presence and behaviour has aggravated and worried some parents who have become concerned for their children’s safety. This difficult situation is common in urban environments and although there have been no major incidents, the situation should be addressed since child safety must take priority. Although the Club will move to a purpose-built community centre, the consultant recommends that some thought should be given to precautions for the existing site. Choice refers to improving the consumer’s situation by allowing them to exercise options. In this case of course, parents may exercise variety of options, which include not encouraging children to use the Club. Allowing children to go to school without breakfast is, unfortunately, another option. But for children especially, it is necessary to look closely at what levels of choice the children may exercise within the project. I am thinking here of the flexibility which will encourage or discourage children to attend. Within the Club, children do exercise a level of choice in terms of the food, which is served. Children display clear preferences for particular types of food and a good variety of cereals and spreads are available. Within budget limitations, staff members try to meet the demand for new products, which are subsequently tested and reviewed by participating children. This should not be disregarded as pandering to

6 children’s foibles. It may offer an opportunity for early consumer training and education. Other elements of choice include social activities. It is routine for the member of staff to propose games and competitions, which the children then choose to play. Such activities succeed or fail on the basis of children’s approval. The consultant feels that, given the limitations of age and the constraints of the project, children are encouraged to make choices, which enhance participation and increase involvement. In this way, the Breakfast Club becomes more Club than “service”. This is a critical area, which is presently underdeveloped due to staff constraints. A staffing increase would allow for consolidation of this aspect of the service in a manner that promotes children “ownership” of the Club and may increase attendance. Voice gives citizens the opportunity to express their views on the service they are receiving. This most important area is a key issue in community sector organisation. Concern with children’s rights obliges us to pay more attention about the way in which we allow children to raise grievances. Children of whatever age require a way of expressing their concerns within a safe environment. Although some children do feel able to do this, the project may like to examine ways in which this can be achieved through play. Small-scale enquiries have been used with young children in Breakfast Clubs. An effective way of doing this is with the careful use of language. At neighbourhood level however, the involvement of parents requires attention since, commonly, low participation limits the expression of opinions and grievances of the community served by the Club. Often this is a self-limitation due to social and economic factors. Where the capacity of the neighbourhood to respond is limited, other individuals such as volunteers and community workers must fill the gap. The appointment of a part time co-ordinator who is organic to the neighbourhood has gone some way to bridging any participation gap between the project and parents. Parents feel that they have a level of voice through the co-ordinator since she is accessible through her neighbourhood presence. Several parents have become occasional volunteers. Accountability Accountability provides the means by which those who deliver services are made responsible for the "stewardship" of the Breakfast Club. This comes about through improvements in information (greater transparency in the operation of the service and by making the existing service, democratic). At policy level, it is necessary to clarify the agencies and organisations to which the Breakfast Club is formally accountable. The accountability structure for the Breakfast Club lies directly with the network. Participants in the organisation comprise education and welfare professionals who either work or reside in the locality. The Network provides a means for direct involvement by parents, residents and volunteers. In practice, the stewardship of the organisation lies

7 with interested parties. One of the main barriers to participation is that of parents’ childcare responsibilities. Additionally, where neighbourhoods are living with disadvantage, it is often difficult to mobilise the participation of those who appear to have a direct interest in the success of community projects. The Manager says, in respect of participation. We don’t get many parent volunteers. There isn’t much accountability to the community but there is to the parents! They can come in to see what it is like. The network is responsible to the community but doesn’t have the community input and there isn’t any one from the community on the committee. There are some community representatives but very few!

The consultant feels that the permanent presence of the Breakfast Club co-ordinator on the committee might offer a “role model” for the community in this regard. The consultant therefore recommends that the Breakfast Club make provision for staff training within its budget. Currently, the scale of the Breakfast Club Project may not warrant a dedicated stand-alone Committee. If, however, the project chooses to expand, this may become a necessity. The report will therefore deal with a possible structure for that eventuality. The following table summarises the various consumer aspects for the Breakfast Club. In the first column, presenting aspects summarise the consultant’s examination. The second column presents analytical features arising from the way in which the project presents. The final column offers suggestions for improvements or developments for the Club.

8 Table 1:

Project Summary matrix Presenting aspects

Criteria •

•

•

Access

• •

•

•

Good local access to all premises for children and parents Word of mouth and network knowledge important for access Reasonable disability access Cosy, safe environment Knowledge spread by leaflets, school, word of mouth Some problems regarding secluded gardens felt to compromise child security/safety Some problems regarding road safety

Features • •

• •

• • •

•

Staff style informal/relaxed Children well-behaved and do not exclude other children Participant self selection Level of awareness of project in target localities is restricted goodness of fit with area is present project is inclusive and integrative organic staff appointment improves access being made good mix of age group, gender, SEG

Suggestions

•

•

•

• • •

Choice

•

•

•

•

•

Voice •

Limited choice in area so Club extends choice for parents and children Adds qualitative choice in education development Children have choice within project relating to food and activities Club premises size restricts numbers

Voice of children is necessarily limited but encouraged Voice of parents tends to be “second hand” expression Formal voice is "slight". Policy voice is minimal

• •

•

•

•

•

• •

•

Accountability

•

Parent involvement constrained by attitudes/confidence Community workers tend to substitute for parents accountability Accountability to children mediated through adult participants but present

•

•

Offers innovative project with few "competitors" Offers ancillary service to primary education Organic/integrative project promotes possibility of choice for parents Community may be selfrestricting due to disadvantage and demoralisation

•

•

•

Organisation needs to develop expression of children's voice Participants require greater level of integration at policy levels Parent voice is heard at neighbourhood or personal contact level

•

Accountability structures may have to be delayed until parents gain collective confidence Accountability can be increased through extending existing links with social and educational bodies Accountability for children can be improved

•

•

•

•

Organisation could improve publicity and outreach Project needs to consider layout and style of premises interior Project staff and volunteer numbers need to increase

Choice currently at maximum level possible within resources Project might examine links with other projects Project might promote extension of model throughout locality Possibility of after school cafe would extend choice Parents may be more willing to participate in a Breakfast Club steering group if child care available Organisation could develop organisation and planning “role play” for children "Substitution" by community workers can be reduced Organisation needs to retain experienced community activists Children's rights organisations can advise on accountability structure for children

9 6.0 Management and Operational Structure Currently, the Breakfast Club operation and management structure overlaps between two organisations4. The network committee has responsibility for the Breakfast Club management, planning, administration, operations and policy. The parish centre provides accommodation for the club and houses the Manager’s office. The centre employs the part time co-ordinator on the network’s behalf, whilst supervision of the worker is performed by the network The Breakfast Club equipment is owned by the network and shared by the centre. As can be seen from the diagram, the sharing arrangement is quite elegant - in that it is well designed - and this makes excellent use of shared resources on behalf of the community that the project serves. The arrangement suits the current scale of the operation and offers some room for further development. The Manager is employed by the network and has responsibility for the Breakfast Club amongst other functions. In common with many community activists, this post involves a certain amount of voluntary duties that go beyond the scope of her job. That is, the post holder is giving extra time to the job. A network committee member, who also gives voluntary time to the project at operational level, carries out financial control. Chart 1:

Breakfast Club Management and operational structure

Network

Staff, Management, Funding Volunteers

Catering resources

Breakfast Club

Parish Centre

Premises, Accommodation, Employer services

COMMUNITY Children Parents Volunteers

Current funding requires some explanation. In common with many other projects, the Breakfast Club has acquired several sources of funding from a variety of state programmes. In so doing it has made good use of resources but the drain on staff time is considerable due to the necessity of completion (often annually) of many funding applications. It may also lead to a sense of instability if one funding source depends upon another. At the same time, there is a level of security in the multi-funded system. 4

The latter is a community development organisation located in the parish centre.

10 If one source is lost, then this does not necessarily lead to the termination of the project.

7.0 Health and nutrition in the Breakfast Club operation The Breakfast Club does not attempt to cater only for children for whom food is not available at home. That is, the Club does not concentrate exclusively on a target group. The rationale is not merely to avoid stigma. There are several reasons why children come to the Breakfast Club, which are follows: • • • •

There is no breakfast at home because of the financial position of the family There is no breakfast at home becuase of parents’ incapacity to provide breakfast The children do not feel like eating in the morning The children prefer to eat with other children in the atmosphere of the Club

For all of these reasons the food just isn’t on offer or consumed in the home. So as can be seen above, any children in any of these categories are likely to benefit from the Club. Quite simply, if it were not for the Club the children would spend a hungry morning in school before lunchtime with a knock-on affect for concentration and learning. In common with school meals provision, there is always a tension between what children want to eat and that which adults feel is good for their health! The Breakfast Club adopts an approach of giving children what they want. The co-ordinator states: The children will, of course, vote with their feet and stay away if they don’t like it! So we just keep going and if it is needed and wanted then that is it!

This is a common strategy in Breakfast Clubs because it is effective. Although there is some criticism that the cereals, toasts and spreads do not constitute a nutritious breakfast, the Breakfast Club is for most of the week providing a breakfast that is the custom for most of mainland Europe. The addition of fruit would usefully complement this meal but may be outside the scope of the current budget. It is useful to note that other clubs that have tried to introduce “healthy eating” have met with a decrease in participants. 8.0 Social training The Club does not merely provide a breakfast, but offers a safe and warm place where interaction between other children and adults may take place. In consequence children are having experiences, which might not otherwise occur. These take place in a reasonably composed manner given the age group and mix of the child participants. This is particularly useful for children with learning difficulties of any kind. The practice of organising games and competitions promotes the child’s interest and provides intellectual stimulation before school. However, the brief period where breakfast is served and the hectic pace of service on demand tends to limit opportunities for this useful activity to take place. Activities also places a heavy demand on staff and can only take place where numbers of volunteers permit the release of the co-ordinator from kitchen and serving duties. It is the view of the consultant that numbers should permit interaction with adults during the breakfast

11 period. The consultant therefore recommends an additional post in order that full use is made of the opportunities offered by the Club. This is also an area where specialist volunteers could usefully contribute. Teachers and care professionals in training, may also gain training benefit from volunteering. Although the children are for the most part well behaved and respectful, it is expected that some “messing” does occur. In particular, one respondent who contributed to this enquiry mentioned food spoilage. I refer here to the deliberate contamination of others food such as one child moving to another table and blowing on another’s portion. Naturally the food will not then be consumed! Additionally, children attempting to serve themselves may spill juice, milk or drop food. However, children do need to learn about serving themselves, queuing and collective meals. The consultant would therefore recommend continuing the practice of partial self-service. So there may be lessons here for social training. Repositioning of tables and alteration of the serving system may help to remedy problems. Currently, children are allowed to sit where they like and naturally gravitate into groups defined by age and gender. It may be pragmatic to go along with the prevailing attitudes. On the other hand perhaps the Club could give consideration to the introduction of smaller tables in the manner of a boarding house layout. This may prevent the aggregation of larger groups and promote socialisation. There is also some evidence to suggest that boys and girls should be mixed. Within the age groups present in the club, girls tend to be slightly more mature and have better table manners. Boys on the other hand tend to be more competitive and “rougher”. These differences, if they exist, should be acknowledged and utilised to amplify the social training aspects of the project. Given the possibility of moving to a new community centre (currently at the planning stage) there exists the possibility of influencing design. The consultant recommends that attention be paid to the likely dynamics of the new space. For example, if new furniture is being purchased, it should be flexible enough to provide for small and large dining table units. This is also an area that should be discussed with children. Again, through play, children can be encouraged to take part in planning decisions. 9.0 Effect on School Performance The Breakfast Club was set up due to the increasing numbers of children who were arriving at school hungry. In consequence these children displaced a variety of problems associated with lack of concentration. So we are examining several criteria for education impact as follows. • • • •

attendance punctuality behaviour performance

Those attending the Breakfast Clubs are likely to make up only a small part of the overall school cohort. So, for the most part, the numbers involved in the Club are unlikely to make any great impact on the overall school roll figures – especially since several schools are being serviced. Nevertheless, the impression of teachers is that attendance has improved. However, the level of resources available to the Breakfast Club does not permit the Club staff to escort children to school. Children must make

12 their way to the school unaccompanied and there is a suspicion that some children attend the Club but then either return home or truant. So whilst these cases continue to satisfy the meal provision objective of the Club, the remaining education objectives are unmet. Punctuality is acknowledged as having improved. Children are alerted to the time and asked to leave so that they can get to school promptly. It is also the impression of teachers that there are some general improvements in child behaviour, concentration and performance, although this remains to be rigorously tested. The Consultant does not recommend any research investigation based purely on the Breakfast Club. It would be useful for this network to explore with other agencies, the opportunities for a wider research programme on the education impact of Breakfast Clubs across Dublin. The consultant recommends that the network enters into discussions with similar projects, to determine the viability of a city-wide Breakfast Club impact study. Staff and volunteers feel that they want to have some method of gauging whether children are developing. It is useful to be somewhat formal about the impact the Club is having on children and I am therefore recommending the use of a simple form which tracks children’s progress, which is attached to this report as Appendix “A”. Additionally, the consultant feels that it would be useful for the co-ordinator to arrange periodic meetings with school staff to discuss the matters described above and to receive feedback on children’s performance and further needs.

10.0 Target Group and numbers Although a clear target group exists, there is some complexity around the issue of how targeting is handled. In common with many other Clubs, the universality of provision ensures that the target group (those children who do not receive a breakfast prior to the school day) lies amongst a general, more extensive group of children. Nevertheless, is the Breakfast Club reaching the clients for whom the service is directly intended? Naturally, within the context of Breakfast Club provision, this can be difficult to establish. We can, however, apply a rule of thumb since the socio economic groups5 (SEGs) in the locality tend to “separate out” when selecting schools. As can be seen from the table below, numbers suggest that more children from School A than from School B attend the Breakfast Club. It is estimated that more children from benefit dependent families attend School A, so this appears, at least partially, to confirm that the target group is being serviced. A volunteer states the following: In order to meet the target group we have to feed many more – and that is the way the Club goes about its job. No stigma. So the kids need to feel that the Club is welcoming and enjoyable and attractive with a view to attracting those who need it most.

5

I am using socio economic groups (SEGs) rather than social class, since I am distinguishing between parents who are employed and those who are unemployed, on social benefit or in long-term unemployment (LTU). Benefit-dependent groups are said to be less aspirational. By extension the parents are said to be less discriminating in school selection.

13 In consequence, the Breakfast Club therefore meets its objective of serving those most likely to be in need of breakfast. It does this by containing them within a mixed environment, which avoids obvious stigmatisation. At the same time, this provides a judicious mix of participants that offers opportunities for development. We can observe that numbers of children from each of the two main schools that serve the locality are in the proportion of 2:1. In total there are slightly more boys than girls with some 60% being female. There does not appear to be a particular pattern for attendance in relation to age and the club has not been in existence long enough to be able to determine if there is any fall-off for particular age groups6. We can, however, acknowledge the presence of a social mix of participants in terms of SEG, gender and age. The mix can have useful consequences as the Breakfast Club co-ordinator’s comments reveal: Children who have a lot - and those who don’t , are hanging out together. You don’t see it outside (the Club) but the kids are very supportive with each other. Outside they get alienated but in the Club they are not allowed to alienate each other for any reason. It’s dead cool - becuase the shy children are talking like the rest!

The mixing of age groups, gender and SEGs provides a framework for mutual assistance, information transfer and maturation. Having said this, the mix can only produce effective development if staff acknowledge difference and facilitate communication and interaction. The consultant therefore recommends the retention and development of the current participant mix.

Table 2:

Numbers of children attending the Breakfast Club from key Schools – current figures

Grade (age range: 4-12)

Junior Infants Senior Infants First Class Second Class Third Class Fourth Class Fifth Class Sixth Class TOTAL

School A (mixed)

School B (all female)

6 1 3 2 8 4 6 1 31

1 2 2 2 1 1 3 2 14

Numbers fall between 20 and 50 children attending on any given day. Information suggests that this can vary according to the day of the week, the time of year, weather and so on7. However the presence of a core group that represents regular attendees offers some level of stability for children. That is, they know what to expect. At the 6

It has been difficult to attract older “graduate” participants back as volunteers, which suggests some sort of age limitation for participation 7 This affects all community projects with a “drop-in” element. It is useful to keep records such that adequate food can be ordered.

14 same time, care is taken to ensure there is a warm welcome for the individual who arrives on a first occasion - since this can be a daunting prospect for a child. It is a matter of concern that no roll is taken when the children arrive. There are good reasons for avoiding this. Children may not wish to feel they are at school and, by association, roll taking conveys this message. But security and welfare of the children remains paramount. In the event of a problem in the building, staff members need to know who is present. So especially when numbers are high, roll taking is a necessity. There are a variety of ways around this problem but with children (and adults) the creative use of play can offer solutions. The introduction of customer loyalty cards on which children affix a sticker for each occasion they attend represents one idea. A simple file card will suffice. The Club retains the card, which on completion the child may exchange for biscuits, drinks, books and so on. The child is using something of the adult world, which he or she may recognise. The Club then has an attendance record on file. Naturally, problems with this system may arise in a trial period, but such devices have the possibility of making attendance “fun”8. It may at the same time be possible to involve the older children in such light administrative duties. Indeed they already do this from time to time. The co-ordinator stressed that this depends on the circumstances: The older girls help, but not officially. There are four or five girls, who, the other day, did not have to go to school - so they came here. They helped prepare the breakfasts, bring out the toast, etc. Then stayed to clear up afterwards so they were here until 10 a.m. They do that sort of thing. If we are short-staffed they help - so they are actively involved.

This demonstrates a substantial amount of good will from children who clearly have come to feel a sense of ownership of the Club. 11.0

Future plans

Evening Club: The pressure on Breakfast Clubs to provide childcare after school may derive from both labour market demands and the demand from households where both parents work full time. Yet there are some exciting ways to provide this service without compromising the aims of the Breakfast Club. It is, however, important to avoid creating new functions with which the Club feels uncomfortable, merely because funding is available. After-school clubs are similar to the Breakfast Club in organisation, although they tend to be organised around homework. But it is the necessity of providing a hot meal is a factor that deters some breakfast groups from extending provision into afternoon and evening. Yet in some areas, community employment workers are utilised as homework supervisors and are organised in small teams. Communal meals are arranged and, where facilities allow, children can also be involved in cooking activities. 8

I am offering this as a suggestion only since I am sure that staff will see “teething problems” immediately. But with imagination, I am certain that staff can find their way around such problems.

15

The consultant feels that with creative thinking, hot meals can be streamlined and served in an after school-café. This would entail the limiting of cooking to re-heating and the purchase of infrared or microwave catering equipment. Food however, has to be acceptable to the children. So healthy eating should perhaps be treated as aspirational - if what the children really want is pie and beans. The after-school café could replicate the clubby atmosphere of the Breakfast Club and involve other ideas such as a video club where children watch and comment on films, animation and animal documentaries for example. Whilst recognising the uncertain future of community employment schemes, the possibility of extending the pre-existing arrangement with the Training Agency to after-school evening provision should be investigated. This would entail further training, which should form part of the community employment experience. The employment of additional full or part time staff, dedicated to the Breakfast Club should be investigated Social development. The Club has made headway with such ideas as quizzes, painting and drawing etc., which can be developed For example, other projects have made excellent use of a children’s notice board. This can be reserved for features encouraging child interaction and development of interests. It could feature sales and wants, sharing interests, making collections, information about pets, exchanging audio and video tapes, showing poems and songs, photographs and so on. The board can be a useful device for sounding out children’s opinions on the future of the Club. Children can take turns in updating the board.

12.0 Implications for the development of the Breakfast Club In this section I wish to examine the future perspectives of the Breakfast Club. So in the following table I have listed the possible options and what can be currently seen as the consequences of taking one or other of the options. In the present period, the Breakfast Club is likely to move premises. Whilst this move may have a substantial “lead in” time, it does offer an opportunity for change. I am also bearing in mind the possibility that the network may not remain on a permanent basis. It is therefore necessary to consolidate any developments and gains made in the community such that they are independent and sustainable. For the Breakfast Club to be sustainable, it requires the following: • • • • •

A permanent management or co-ordinating committee The support of the education services served by the club To be seen as legitimate and independent by parents and residents in the area To be regarded by children as a safe and fun place to be The necessary level of staff and voluntary support to sustain all of the above

The evaluation notes the presence of these factors with the exception of a free standing co-ordinating committee and the necessary level of staff support. In order to become sustainable, staff resources must improve for the following reasons: • •

to guarantee the safety and security of the children to maintain organic links with the neighbourhoods served by the Club

16 • • • •

to carry out the necessary outreach to ensure the target group is reached to guarantee project stability to provide development opportunities for children attending the Club to provide administrative back-up independent of voluntary help

The consultant therefore recommends the appointment of a minimum of one extra part-time post in relation to Option 1 (The Breakfast Club remains as currently constituted). In this option, the new appointment would work under the supervision of the existing Breakfast Club co-ordinator. This guarantees that the Club may always open its doors (due to the presence of two workers). With regard to the second option of developing the Club to a higher service level, this is not merely a matter of scaling up the numbers and service. It is doubtful, given the current levels of community involvement that such an increase could be mobilised. Additionally, it appears unlikely that the involvement of more children, parents and volunteers would be sustainable in the current climate for a Breakfast Club alone. The consultant does not therefore feel that this option is viable. Because of experience with other projects, the consultant feels that the additional after school cafe is an option that is worth closer examination. Although the funding restriction on hot meals9 appears daunting, the option offers considerable potential. I also feel that it is worth drawing attention to the positive experiences of after-schools projects in the city area10. In contrast with the Breakfast Clubs, opportunities arise for activities that a Breakfast Club cannot sustain due to the lack of time in the morning. • • • •

There is more time for development work There is a potential for higher attendance of children Parents are more likely to be available as volunteers There is greater funding potential

There is some evidence from the UK, that take-up of places at an after-school cafe tends to increase the level of attendance at morning sessions. However this option needs careful consideration because (technically) it moves away from the main objective of the Breakfast Club. The Breakfast Club benefits from the simplicity and straightforwardness of its original idea – the provision of a morning meal for children to improve their capacity to benefit from education. At the same time, such an extension of the service represents an amplification or development of the original aims, rather than a rejection of the original concept. The resources required for such an option depends on the way in which the Cafe or Club is conceived. If the Club organises around homework, the labour demands will be much higher due to the intense personal attention that each child will require. If the Club circulates around leisure activities, the labour demands are similar to that of a youth club. In the latter case, education benefit occurs “naturally” as a result of directed activities that involve a strong learning component. In effect, the children’s education would take place within a “Club Sandwich”. The consultant therefore 9

In order to receive funding for such a project, the Club would be constrained to provide a hot meal in the evening. 10 See Shanks, C., Evaluation of the Community After-Schools Project, IDS, Dublin 2001

17 recommends a serious examination of an after-school cafe based on leisure activities. If the Club chose to adopt this option, there would be a requirement for at least two full time staff members, who would run the Club, both in the morning and afternoons after school. The diagram below shows an organisational chart for a new structure that incorporates the elements, which have been described. Close examination reveals it is not too different from the current structure. It integrates the existing manager position which is run from the network, changes the part time co-ordinator post to full time and adds a part- time outreach worker who’s duties would include outreach. At the same time I have included a route within the structure that allows children an official path for discussion, influence and grievance. This is necessary to create a sense of independence from the “official “education structure and to promote children involvement and participation. The committee structure on the left hand side represents a streamlining of the current position. Until neighbourhoods can generate sustainable representation, volunteers and community development agencies and workers may have to continue stewardship on behalf of the community. Chart 2:

Organisational change

Possible organisation for Club Premises (liaison and advisory) Education (home-school liaison) Community Development Workers Parent Representative

Club Manager

Assistant Manager

Outreach worker

Children

Club components

Children Panel

18 The following table summarises the options for the development of the Breakfast Club. I have included the mainstreaming option, since this also forms part of Government policy. There are some considerable drawbacks connected with this option, which I feel will constrain both initial success and sustainability. Since it also involves complex negotiations with schools, which may be currently inappropriate. Table 3:

Options for Breakfast Club Option

1. Retain current position

2. Develop current position: (Breakfast only)

Opportunities

• Stability and experience of existing scheme solidified • Original objectives retained

• Maximisation of outreach potential • Maximisation of numbers of children

3. Extend to evening provision through afterschool cafe

• Social and education possibilities enhanced • Breadth of funding opportunities greatly enhanced • More opportunities for the neighbourhood to contribute • Existing level of demand expressed by children

4. “Mainstream” into school provision

• Funding may be available • Resource sharing possible – premises and equipment (club engages with any existing meals arrangement) • Fit with government policies

Constraints • Social and education possibilities are limited due to time • Demand on monitoring may become greater • Pressure on resources continue • Club may not always be open due to lack of voluntary help • No “slack” in the Club’s system. Loss of key staff and volunteers represent threat to project • Pressure on Club resources continue or are increased • Stand-alone Club committee may become necessary • Staff and volunteer pressures will be greater • Funding possibilities restricted • More staff resources • More administration and organisation • Stand-alone Club committee may be necessary • Greater pressure on voluntary element of project • Requirements for meal delivery creates extra pressure • Loss of independence for Club • Some children may not attend because they perceive a “too close” association with school • Possible loss of “atmosphere” • Possible school staffing and industrial relations implications

19 13.0 General Conclusions The Breakfast Club is a small but vibrant organisation, which has succeeded in developing a relationship with local neighbourhoods and its children in a short space of time. Its main objective is to serve local children who would otherwise go to school hungry with major consequences for their education. In common with many other breakfast clubs it aims for universal provision. In this way it acts to avoid the undue stigmatisation of its target group, which derives from less well off, and benefit dependent sections of the locality. Through the gradual acquisition of government funding, it has developed from a purely voluntary organisation to one that mixes professional staff and volunteers. Although the addition of a member of staff has alleviated operational problems, lack of paid staff constrains the Club from reaching its full potential. Safety and security of children demands the presence of two adults during opening hours. If volunteers fail to arrive, the Club may not open. Community development workers have shown considerable commitment (which goes well beyond their official duties) in order to make this Club fully operational. Although the population of the localities involved are currently unable to fully participate in managing and running the club, the organic relationship of staff and volunteers to the surrounding neighbourhoods indicates a goodness of fit with local citizens and their wishes. The number of children now attending the club is a measure of the Club’s success. The Club has managed to create a judicious mix of participants, which works to the mutual advantage of the various socio-economic groups represented. Children clearly like and respect both the Club and the volunteers and workers who run the project. Although educational improvement is difficult to ascertain given the numbers involved, there is some evidence to suggest that the Club is beginning to have an impact on punctuality, attention, focus and learning. It is certain that many participants would not otherwise eat breakfast before school. The project has made excellent attempts to involve the children at levels beyond breakfast. Children are contained within a creative environment, which offers development potential in social skills and artistic endeavours. Staff members and volunteers have been able to identify those with learning difficulties and have shown an aptitude for liaison with parents and teachers concerning such matters. Despite the difficulties concerning parent involvement this Club shows considerable potential. In the view of the consultant, it has made good use of scarce resources, built a sufficient foundation for development of an after-school club and demonstrated the potential to make a success of such a venture. This would represent an organic development in an area where social need has already been well demonstrated. It is the opinion of the consultant that extra staff members are essential to maximise the development work that has been carried out to date. This is also overdue in terms of the security and safety of the children. The consultant therefore recommends the organic expansion of the Club and the staff necessary to carry out future development, as outlined in this report. The consultant recommends that the network seeks further funding and outlines possible sources in Appendix “A”.

20 Appendix “A”: Present and possible Breakfast Club functions by funding departments Service activity • •

• •

•

provision of ancillary education services provision of flexible child care services which promote women's equality provision of services which improve school attendance provision of services which tend to reduce negative street life or "hanging around" provision of "family friendly initiative in employment"

Generic function

Government Department and associated agencies

•

education

•

• •

social welfare equality

•

• • • •

education socialisation crime reduction awareness raising

•

provision - child protection provision of leisure and sports activities for children

• • • •

social welfare sports local development drugs strategy

provision of services which tend to reduce juvenile crime integration of employment and education at community level provision of services which contribute to area regeneration provision of measures to combat social exclusion

• •

social planning social "control"

•

•

community development

• • •

Dept of Education and Science Dept of Justice, Equality and Law Reform Local Development and National Drugs Strategy Dept of Enterprise, Trade and Employment National Framework Committee, Programme for Prosperity and Fairness Dept of Enterprise, Trade Employment FAS-CE Equality for women measure, National Development Plan Dept of Social, Community & Family Affairs Combat Poverty Agency Dublin Corporation SVDP (nat. vol.) Dept of Health and Children Dept of Tourism, Sport and Recreation Local Development and National Drugs Strategy Unit/Team Dept of Justice, Equality and Law Reform Garda Siochona Dept of Employment FAS-CE

•

social (urban) planning

•

Dublin Corporation

• •

social welfare community development

•

Dept of Social, Community and Family Affairs Dept of Justice, Equality and Law Reform Combat Poverty Agency all of above EU programmes EU programmes Dept of Justice, Equality and Law Reform

• •

•

employment

• •

•

provision of local employment

•

employment

•

•

provision of equality measure for women

•

equality

• •

•

provision of community development services

• •

social welfare area regeneration

•

• •

•

•

•

•

• • • • • •

•

• •

Dept of Education and Science Dept of Justice, Equality and Law Reform

provision of innovative community services provision of measures which are "upstream" of unemployment

• • • •

social welfare education social planning social "engineering"

• • • • •

21 Appendix "B":

Eliciting the voice of the child

Where the Breakfast Club aims to fulfil objectives other than merely providing a breakfast, it can also aim to improve child involvement11. (Recent research and development suggests that this is an area that should also apply to education in general.) Age and development of the child should be taken into account. Power relationships also need to be taken into account. We need to bear in mind that adult workers have offices, telephones faxes, jargon, access, networks, and lines of communications. Children have few or none of these. At the same time, children need to learn how to "state their views in polite, assertive and challenging way12". In this way the Breakfast Club can complement, extend and solidify the work of the school. So the Club can invite children to be involved in: • • • • •

decision making about the Club participation in learning processes introduced by the Club any assessment of progress, targets, achievements, strengths and weaknesses assessment of special educational needs, etc choices concerning activities

To carry out this task, workers can provide these resources. A: • • • B:

Questionnaires about "Me and the Club" for children What situations do I face? What kind of help do I need? What kind of support do I need? A checklist for Club workers to ask themselves

Are children involved in ….
assessment procedures?
learning materials and aids?
club development?
general club life?
evaluation procedures? Other questions that workers can ask themselves! • what does a child do with a new idea? • are the child's new ideas encouraged or discouraged? • could children involvement be encouraged through use of existing materials and activities? • are children clear about Club rules?

11

Adapted from Clifford (1993). Gersch, I.S., et al, "Listening to children in educational contexts" in The Voice of the Child, ed. Davie et al, Falmer Press, London (1996) 12

22 Appendix "C":

Possible assessment system for Breakfast Club children

-2 •

•

•

-1

Child “messes”, is disruptive, with limited concentration and liable to be quickly distracted

•

Child has low confidence and self esteem Child is “clingy” and requires or demands constant attention

•

Child has limited concentration and has some problems carrying out simple tasks

Child has confidence but has problems in some areas which affect capabilities and interaction

0 •

•

•

+1

Child shows potential, has ability to concentrate Child comfortable with his or her environment

•

Child has demonstrated confidence in some tasks and demonstrated potential to develop

•

Child shows marked improvement in ability to concentrate

+2 •

•

•

Child's confidence is improving. Child's self esteem developing strongly

•

•

Child is able to focus, able to concentrate on tasks without distraction Child is helpful and thoughtful in relation to other Club members Child has enough confidence to challenge without disruption. Child has good self esteem

The above guide, indicates the way in which Club worker(s) can introduce simple systems to track progress. The Club should develop its own indicators for appropriate assessment. The system can be particularly useful for demonstrating to children that they have improved and in what areas. They can also help where staff, adult assistants or volunteers change, move away, etc. And they may assist in liaison with the school. Any child who has learning difficulties may be monitored through a system such as this. The most important aspect of developing and using the system is to remain consistent.

23 Appendix “D”:

Terminology

Posts The Manager is the overall co-ordinator of the Breakfast Club amongst a number of duties applicable to the network. The Co-ordinator is the part-time member of staff whose duties relate solely to the Breakfast Club.

Organisations The Network is the sponsoring organisation and is responsible for originating and managing the Breakfast Club. The network supervises the part time co-ordinator. The Parish Centre houses a number of local organisations including the Breakfast Club and a community development organisation. The latter acts as employer for the part time Breakfast Club co-ordinator (on an agency basis for the network).

Funding agencies The following agencies provide funding for the Breakfast Club function. Department of Justice, Equality and Law Reform funding for the part time Coordinator post is provided through ADM. Dublin Corporation and the South West Area Health Board provided set up and equipment funding. The Department of Social, Community and Family Affairs provide food costs, allocated on a per child basis.