Community After-schools Project

The Community After-Schools Project (CASPr)

Evaluation and Policy Options Coinneach Shanks From the Archives: original document published 2002 A shortened version was launched by An Taoiseach Bertie Ahern Published in 2006

Acknowledgements........................................................................................................2 Coinneach Shanks..................................................................................................2 Author’s Introduction: July 2009...................................................................................3 SECTION 1: The Evaluation project.......................................................................4 1.0 Introduction....................................................................................................4 1.1 Background to the localities served by CASPr..............................................5 SECTION 2: CASPr history and development........................................................9 2.0 Introduction....................................................................................................9 2.2 Operational practice .....................................................................................12 3.3 Throughput and outcomes............................................................................14 SECTION 3: A consumer model for CASPr .........................................................16 3.0 Introduction..................................................................................................16 3.1 Access and the CASPr project .....................................................................16 3.3 Choice and the CASPr Project.....................................................................21 3.4 Voice and the CASPr project.......................................................................22 3.4 Accountability and the CASPr Project ........................................................23 3.5 Monitoring ...................................................................................................25 3.6 Summary of Consumer aspects....................................................................25 SECTION 4: CASPr and the finance question ......................................................28 4.0 Introduction..................................................................................................28 4.1 Funding difficulties......................................................................................28 4.2 Funders and Funding Structure....................................................................29 Table 4 .....................................................................................................................30 4.4 Funding Options...........................................................................................35 SECTION 6: The Child Protection Function.........................................................38 6.0 Child Protection and CASPr ........................................................................38 6.1 Legislation and guidelines ...........................................................................38 6.2 Procedures and Practice ...............................................................................39 SECTION 7: Options for development..................................................................41 7.0 Basic elements .............................................................................................41 7.1 Development ................................................................................................42 7.2 Training for Transformation ........................................................................44 7.3 Child and parent representation ...................................................................44 7.4 CASPr organisation .....................................................................................45 Appendix "A": Executive Summary....................................................................48 Appendix "B": Summary of recommendations ...............................................53 Appendix "C" Eliciting the voice of the child ..................................................55 Appendix "D" Programme Planning sheet: example figures hypothetical .......56 APPENDIX "E" ...................................................................................................57

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Acknowledgements The consultant wishes to thank all those who assisted in the evaluation. In particular, the co-ordinator and her staff assisted in setting up meetings and introduced to me to all relevant agencies and contacts. The chair, treasurer and other members of the Management Board were extremely helpful Supervisors and adult participants were most courteous and accommodating. I appreciate their open and frank approach to answering questions. I was particularly thankful for the opportunity to observe the young people and enjoyed assisting with their homework. The children were well behaved and adapted well to visits. I was pleased to be accepted enough to play with them during badminton, football and swimming sessions. It is always interesting to establish whether there is awareness of a community project working in the locality. I am pleased that the residents both know and respect the CASPr project. The residents of the localities that I visited treated me with good humour, offering assistance whenever required.

Coinneach Shanks October 2000

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Author’s Introduction: July 2009 This is the original text of a report carried out for an excellent local project in 2000. At the time, it did include a set of colour-coded recommendations and executive summary. Only the latter is now available. Recommendations remain within the text however. The illustrative charts were constructed using the excellent MicroGrafx flow charter. At the time it was unusual to see such charts in evaluations and the same applies to the qualitative information displays - although now they are commonplace. At a later stage, the CASPr organisation received a Combat Poverty grant to produce a shortened version of the report – a task that was carried out by the author. The shortened report was launched by the then Taoiseach, Bertie Ahern. In the opinion of the author, it was the funding and support structure of the CASPr organisation that made it a success. The organisation embodied an elegant approach that made an excellent use of resources at community level. The projects showed that it was possible to train those on low incomes or benefit-dependant and to facilitate them in moving to mainstream employment. At the same time as helping with after schools work, women were also returning to sit the school leaving certificates – an opportunity they had missed. In republishing the report here, I hope that it give others inspiration, especially in this downturn in the economy. The project gave me the unusual opportunity to carry out participant observation with the groups. It’s not so often that researchers get that opportunity outside the university environment. So I would like to thank everyone who took part in the project, especially the young people.

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SECTION 1:

The Evaluation project

1.0 Introduction The CASPr project is an education and training project, which involves both adults and children at the community level. Current funding includes The Dept of Social, Community and Family Affairs, FAS, Drugs Task Force, St Vincent de Paul and funds raised by the organisation itself. It has previously been the recipient of funding from large EU programmes. In comparison with many community organisations this project is relatively mature. CASPr has transformed a small voluntary project into a medium-large governmentfunded programme. It has a high level of voluntary support from area professionals based in the social and community sector. Therese professionals, many of whom were involved in the initial stages of the organisation, continue to perform Management Board duties. The organisation targets local children and adults in an innovative manner. A children's after-school project covers three school classes from different schools in this area - an area typified by social disadvantage. Children are met from school and are thereafter involved in supervised homework sessions and developmental play until early evening. Social outings, short vacations and sports sessions supplement these activities. The three teams of supervisor/helpers comprise adult workers, themselves local people from the neighbourhood. Some are parents of the children involved. Adult helpers are employed through FAS and as such are paid FAS rates whilst retaining some social benefits. These helpers have particular training needs and some have literacy and numeracy problems. The educational and self-developmental needs of these adults are addressed by the organisation whilst they help the children. This takes place in an interactive and sophisticated way, such that adults and children are developed in a "simultaneous" or contemporaneous manner. The style and operation of the project is extremely ambitious. It is a project, which places much confidence in the ability of ordinary people to overcome significant obstacles. The necessary levels of observation and supervision skills required for working with children can only be established through a combination of supervised practice and formal training. Yet many of the "target" adults are relatively unfamiliar with classroom and workshop learning and there are some that regard their school education as an unrewarding and sterile experience. Thus project work can be demanding and intense, necessitating a considerable level of technical and emotional support for those who are constrained by a limited formal education. The project's success has much to do with its "goodness of fit" with the area in which it operates. This is a very close-knit area and CASPr has flourished in a situation where others could flounder or even be rejected. There is a constant queue of local parents waiting to take up the offer of a place with the CASPr project and the level of general awareness of the project within the locality is extremely high. Additionally, the children who take part ion the CASPr Project appear to have high consumer satisfaction. This is indicated by the stability of membership and, in some cases, unwillingness to "move on" to other clubs. 4

Naturally there have been some difficulties - which will be tackle by this examination. However, the necessity for particular resources - especially appropriate accommodation - has placed some strain on the organisation. Inconsistencies in financial resourcing and cash flow and indeed the limitations placed on funds utilisation by major funding agencies, have stood in the way of efficient operating. In addition therefore, to examining consumer satisfaction and effectiveness, this evaluation will therefore attempt to determine what kind of funding profile would give CASPr the resources and the flexibility it needs to meet operational demands.

1.1 Background to the localities served by CASPr The CASPr Project is located within Dublin north-east inner city area (NEIC1). Whilst, as previously noted, this is an area characterised by high levels of social and economic disadvantage - this may be said to be an inadequate (understated) description. The Draft Action Plan2 of Dublin Corporation confirms the problems of the area. In this period of rapid economic and social change, the localities under review resemble a "twilight zone" as defined by sociologists and urban planners. The localities targeted by the CASPr project are roughly congruent with the Action Plan area. This area extends from Buckingham Street in the west to the Royal canal in the east and from Connolly Station and the railway line in the south to Summerhill in the north. The Mountjoy "A" ward of the NEIC together with Ballybough "A" and "B" wards, contain the largest concentration of local authority estates in Dublin. The primarily five storey blocks date from the 1940s and many are in poor (environmental) condition. The area is described as one of: • • • • • •

high unemployment social disadvantage environmental decay high levels of vacancy (void properties) vandalism dereliction

The area is said to be perceived as isolated, desolate and hostile with high levels of petty crime, vandalism and drug abuse3. Problems relating to poverty, congestion and crime date back to the mid nineteenth century. Currently, the general look of the area can be depressing with ugly graffiti, and houses in disrepair. Residents are subject to environmental pressure with heavy 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 or space or access to recreational resources. It should be borne in mind that although residents have "access" to key shopping facilities around the Ilac and Jervis shopping areas (10 minutes walk), that the purchasing power of local residents is relatively low. So although residents can reach

1

NEAC - North East Inner City Dublin North East Inner City Draft Action Plan 1998, Dublin, 1998 3 The heavy concentration by the media on drug related problems has helped to further define neighbourhoods as no-go or dangerous areas and as such is often seen as a "problem zone". 2

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and view facilities, they are unable to either purchase the range of commodities or to exert economic leverage on the commercial developers. At the same time, the area is subject to enormous economic pressure. The area has seen the development of private apartments, which accommodate professionals working in the central business district and the dockhand development area. The growth of commercial development in Docklands steadily pushes northwards from The Liffey, encroaching on localities serviced by CASPr. Although this can be seen as a healthy development (bringing the locality up) those who remain at a disadvantage feel disenfranchised. They can see the development but cannot take part in reaping the benefits of economic change. As such they appear to be "left behind" or "forgotten". Despite the introduction of new medium density housing, which aims to retain existing residents within their area, residents could be forgiven for feeling under threat4. The Draft Action Plan asserts that renovation and renewal can succeed in changing the nature of the area but that there is urgent necessity to address the persistent social problems of the area. Without this, changes are likely to be cosmetic and ultimately without substance. In this social and economic arena, the CASPr project can be regarded as an exciting and timely innovation. From the point of view of social planning the CASPr project can be seen to fulfil a revitalising function for the existing population as follows: • •

• •

• •

it aims to provide a consolidation of children education in the area through a systematic approach to homework and school development it aims to tackle the problems inherent in the home-school relationship. Children have space to do their homework in an environment free from the pressures of home the opportunity is provided for residents to break out of the cycles of poverty and disadvantage through education and self development it aims to bring the population "up to speed" by providing education and qualifications for ordinary local people, thus improving labour market opportunities (access to employment in the local and national economy) through its activities in providing local employment, there is a financial input into the local economy. Money flows into the area. through CASPr project activities, there is a direct contribution to the aims of the Corporation Draft Action Plan5.

The CASPr Project sees itself as providing a vital integrating dynamic for local people. The project itself forms an essential part of the local community fabric. In addition to the points above, the CASPr project is obliged to perform child protection duties, which are an inherent part of all activities with children. To the aims above can therefore be added "the enhancement of the well-being of children of the target localities". 4

In US experience in the 1970s U it was often remarked that "urban renewal means black removal". As inner city land became more attractive and valuable, existing populations were "decanted" elsewhere. 5 NEIC Draft Action Plan, Section 4.2 Education and Training - ensuring employment of local people, community based training, particularly child care facilities

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1.2 The evaluation approach and framework A central aim of the research is to establish, not only the overall shape and functioning of the organisation, but also to determine what kind of "animal" the project has become. That is, what is the CASPr role in terms of a clear definition of its place within the framework of community services? Is it education, training or development? Is it social work, childcare or child protection? Is it a community development project or an area-based response to social and economic change? Or is it a combination of all these things? The answer to these questions should permit us to more closely define the precise nature of the organisation and by extension allow us to determine which funding agency should provide the CASPr core funding. In the course of this part of the examination the research aims to clarify the central organising principle of the project. This examination therefore offers an opportunity to look at the way in which the project is organised and enables us to suggest changes at the policy and at operational level The undertaking of the evaluation of the CASPr project required a multi dimensional approach to the various activities and "clients6" of CASPr. The approach itself is qualitative, since the throughput of the project is generally stable and operates within well-defined quantitative parameters. The evaluation includes the following activities • • • • • • • • •

review of project documentation semi-structured interviews with key function personnel semi structured interviews with management board members semi structured interviews with FAS supervisors and trainees site visits (participant) observation with children observation at staff feedback meetings and informal discussion observation at other meetings such as the AGM and informal discussion informal observation on a periodic basis

Interviews were recorded and subjected to a key issue analysis. Participant observation with children took place during site visits and consisted of assisting with homework and play. This extended to visits during leisure/sports visits for swimming and football. The research aimed to have some presence during peripheral" activities: Research includes at least one instance of meeting with the children from school and when parents were picking up children in the evening.

1.3 Constraints and opportunities Limitations on research activities are predominately connected with time constraints. That is, a full participant observation approach necessitates considerable research time over a designated period. Here, the intention was to achieve a general "fix" on adultchild relationships, assess the attitudes of parents and children and to examine the kind of work undertaken by the two key client groups and to locate the role that the premises play in facilitating education and leisure sessions.

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It is convenient to refer to clients in this instance although the project would refer to participants. This nomenclature is used mainly to determinate between the various types of participants and varying work responsibilities of adults.

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The research period spanned a period when the children were on holiday. This provided opportunities for interviews and discussion in considerable depth and offered a chance to take part in some of the life of the project. For example, the consultant was present during the visit of the community liaison officer from Dublin Corporation for example. This period revealed both the strengths and weaknesses of the project as well as the considerable pressure under which the organisation operates during the period immediately prior to the commencement of the school year. The consultant was during this period able to observe the relationship, which the project has developed with other organisations in the localities. The time available did not permit a sequential approach to site visits and observation was necessarily limited. Overall however, the consultant feels that the CASPr project managed to convey the full flavour, if not the essence, of its role in this area of the city. Outcome measurement, whilst necessary, is difficult to establish in this kind of project. There are affects, which cannot be subject to quantitative measurement until several years into the future. The affect on children's education attainment can be examined by following the age cohort through to later events such as secondary school examinations, school leaving and movement into employment and higher education. The affect on adults is more easily established by looking at movement into jobs, yet the measurement of important affects on personal development and the quality of life for adults is elusive. An adult peer-education affect is also said to take place but is notoriously difficult to establish. Furthermore, the project is one of number of projects in the locality and its remit cannot extend beyond its current capacity for a certain number of children. It is likely therefore that any key affects would become "lost" in any study of area impact that concentrates on a single organisation. The research therefore concentrates on current phenomena whilst detailing any available quantitative outcomes. Finally, where researchers are present in children's sessions, children can behave in a different manner, seeking to protect their adult supervisors from what they see as "an inspection". One of the purposes of joining the children in swimming and sports is to confront that point of view. The consultant found the children most helpful and courteous and after consultation with adult supervisors, concluded that the children were behaving much as they would during any "normal" session. 1.4 Outcomes The evaluation aims for several inter-related outcomes. In the case of a successful project, research should aim to consolidate existing experience and shape future work. This report will therefore focus on the lived experience of project work, attempting to establish any gaps in provision, which remain within the scope of CASPr. Given the complex relationships between project functions, the consultant will attempt to display, through diagrams and charts, the dynamics of the project The following are expected outcomes of the evaluation: • to establish the manner which the project works • to establish the consumer satisfaction of the project's clients, in terms of access, choice voice and accountability • to establish the most effective way of financing the project • to offer options for operational, managerial and policy development

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SECTION 2:

CASPr history and development

2.0 Introduction The history and development of the CASPr Project has deep organic roots in the community life of the localities that it now serves. In particular, local concerns with child development and schooling gave rise to a FAS funded youth Club. In 1970, the Matt Talbot Youth Club started to provide children with the opportunity to go on residential weekends and carry out various activities. With this valuable experience, activists in the locality acknowledged that regular and structured provision was necessary for the school age population of the area. In particular, it was felt that the primary school age group lacked resources and training development. Following consultation with schools, parents and professional workers in the locality, an afterschool project was launched on a voluntary basis in 1995. Consultation was paramount in the project's successful. The following representatives formed a committee composed of local residents and agencies and included the following • • • • • • • • •

Residents (parents, those interested in the development of provision) teachers in local schools Eastern Health Board Society of St Vincent de Paul FAS Welfare Officer ((local welfare officer from the then Dept of Social Welfare) Belvedere Youth Club Matt Talbot Youth Club Juvenile Liaison Officer

The legal status of the organisation was as a Local Community Development Organisation and the project became a Company Limited by Guarantee in October 1996. Original premises were located in Buckingham Street7 from where the project co-ordinated an after-school project for Rutland Street School. The project began by targeting three groups - children, parents and the children of parents working on the project. Thus this original project offered places to 40 children from the first primary class and to those children over 4 years whose parents were carrying out supervision activities in the project. It was felt that if parents were involved in personal provision for their own children, an extension of that provision to the generality of children of the locality would provide a logical developmental focus. It was anticipated that this would have an affect at the community level. So from the inception of the project, prime (linked) targets were constituted by: • •

the family the community

Additionally, it was intended that the strategy would achieve the following outcomes: •

raised local expectations of "what is possible".

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Buckingham Street lies just to the east of Amiens Street opposite Connolly Station. This area offers a well-developed network of community premises. The original premises belonged to a prisoner’s rights organisation.

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• • • • • •

raised attainment levels forging of attainable career paths for local residents demonstration of local recruitment potential to the private business sector demonstration of neighbourhood as a viable economic entity provision of a model for investment the reduction of level of social exclusion

The project embarked with an ambitious strategy that cut against the rubric of traditional community provision. It assumed that local people had the capacity to be trained and retained as quality service providers. This approach recognised that participants might be weak in certain areas - literacy and numerical for example. Yet training and certification lay at the cornerstone of an approach which it was felt would result in the mainstreaming of the project. Through training, support and experience, parent-providers of children homework services would offer a closely-knit, organic service that could begin to redress the inequalities inherent in area of disadvantage. In this way the community would be empowered. Expectations would begin to rise and in this way the confidence of the area would intensify. From inception, the project took care to establish the goodness of fit with the area. In conjunction with ICON, CASPr undertook a detailed exploration of the area that it intended to service. It achieved its first CE scheme in 1995 under considerable deadline pressure, catering for a single class with a statutory/voluntary funding mix. Without this mix, the project could not have survived. The voluntary contribution for St Vincent de Paul and a substantial input from local benefactors placed the organisation in a position to be able to achieve EU funding and to double its CE scheme capacity by 1997. It is important to recognise that CASPr acknowledged the necessity for continuity of the CE scheme and wished to avoid the problem of oneyear restrictions for participants. Continuity was possible due to the age group of participants (over 35). Thus it was possible to phase CE and certification courses together over a two to three year period8. The securing of EU support for the project gave CASPr the formal recognition that it needed to consolidate its operations and although one after-school project was without a site for one year, this problem has recently been resolved though the acquisition of its Ballybough premises. It is to the credit to the stamina of the operations staff that the third and final after-school project was conceived and operationalised without a permanent site. This called for a level of adaptation and experimentation that appears to have contributed to the dynamism of the project. Current plans include the introduction of a crèche9 to be provided in partnership with other local organisations and funded by Dublin Corporation. This will not only cater for the pressing demands of the neighbourhood, but also provides a career space for CASPr care "graduates". The following chart displays the CASPr project's development to the present.

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9

In certain circumstances, CE scheme participation can be extended to 5 years. The crèche does not form part of this evaluation since it is a very recent introduction.

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Diagram 1:

Schematic of CASPr development

Original community infrastructure

MT Youth Club

Feedback from local community

Continuous FEEDBACK teachers/parents welfare officer EHB/SVDP/FAS juvenile liaison officer FAS/Local funding

EU funding secured

Belv. Youth Club

CASPr Project (voluntary)

CASPr Project starts with admin and 1 after school project (CE scheme) 40 children/17 adults

CASPr expands after-schools projects 100 children/34 adults in 2 projects/sites

CASPr expands after-school projects 150 children/53 adults in 3 projects (2 sites)

steering committee EHB Home School liaison teachers Society of SVDP An Garda Siochana Staff (2 reps) Comhairle le leas Oige

End of EU funding Added SCFA and Drugs Task Force funding

CASPr secures third after school site

Consolidation & Evaluation Forward Planning Organisational and Financial Restructuring

Creche in partnership with lcoal bodies

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2.2 Operational practice So how does the CASPr project work in practice? The operation is divided into three fundamental areas: •

•

•

The provision of supervised after schools projects on specific locations serving specific schools. In each of the three sites, approximately 50 children are assisted by 15 workers who are managed by two qualified supervisors the provision of training and development for all adults involved in the supervision of children. Courses are mandatory and NCVA certificated. Literacy, numeracy and one to one support functions are available as required. The provision of a central co-ordination function that includes management, Community Liaison Officer, administration, tutor-manager and transport officer.

After school projects function in the following manner: From Monday to Friday, children are met at the end of their school day. They are accompanied by the adult participants and walk through the neighbourhood to their site. There they are involved in structured homework sessions supervised by adults. This is performed in a relaxed manner, although care is taken to ensure that the homework commitments set by the school are fully satisfied. Children are then involved in developmental play in which they have a choice. This can include painting, drawing, cooking and games (such as board games). Children are encouraged to play both on their own and together with other children. Children are encouraged to take ownership of the building by being involved in decoration and displays within the respective sites. On certain afternoons, children can take part in swimming, during which they are supervised in the pool (by adult participants), or play football or badminton. Community facilities are utilised for sports activities giving the children the necessary space for physical recreation. There are opportunities to be involved in gardening using Dublin Corporation allotments to the North of Dublin and additionally, outside the normal CASPr hours of 3 pm to 6pm, children may also be involved in supervised outings and vacations for which transport is available. Children choice is exercised in selection of the latter activities. It is important to note that adults are responsible for children safety and child protection. Child protection will be considered in a separate section. But the performance of these duties emphasise the need for careful training and supervised experience. Since adult commitment is located in the latter part of the working day, training and other developmental tasks are undertaken in the morning and supplemental training also takes place off-locality. Regular site meetings are held to discuss planned activities, student performance, and outstanding problems. Team supervisors are also required to make reports to FAS and to CASPr management. Supervisors meetings are held weekly. Adults also meet on a weekly basis to update information from other sites, to discuss matters of common concern, to update on locality developments and to share experiences. Integral to the CASPr approach is a disciplined attitude to adult education. This provides the developmental locus for:

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• • • • •

career training: training in child care remedial work: literacy and numeracy retrenchment: securing of qualifications not otherwise achieved child protection: conformity with legislation regarding rights of the child self development: raising of confidence and awareness

CASPr considers these educational initiatives integral to the project and to the neighbourhood. They are essential for the operational thrust of the project (homework and child development), for the safety and well-being of children in the care of CASPr, and for the personal and career development of local residents who participate. The necessity for childcare education is clear. The securing of qualifications has allowed participants to take advantage of career opportunities, moving full time jobs, not only in the childcare sector but also in finance and banking. It is, however, the CASPr project's bipartite emphasis on communication skills/self development and the experiential learning that takes place in project work that is at the core of successful work. So it is in the realm of the practical that the lessons of CASPr education are articulated and internalised10. There is a clear demonstration that adult participants on CASPr sites are integrating into practice the theory and self development modules undertaken in training sessions. Observation reveals: • • • • • • • •

good supervision of children - no-one is left out good awareness of children learning difficulties good (and knowledgeable ) awareness of emotional difficulties no adverse pressure is exerted on children activities are well balanced - children are free to play and to learn on completion of core activities children are safe/feel safe children want to attend/want more acknowledgement of their own (adult) limitations with the resolve to address difficulties

Additionally, children's attitude to visitors is expressed through genuine interest and courtesy. The children are well behaved, always allowing for a necessary youthful exuberance that can be expected amongst all children of this age. Most importantly, the children like their supervisors and want to attend the sessions. Outside the arena of the after-school site, adults and children are a familiar site on the street where many residents greet them with warmth and affection. By logical extension, it appears that the adult participants of CASPr are regarded as good role models for the locality. This latter point is confirmed by the waiting list for adult places in CASPr. The self-developmental approach in adult education is vital in maintaining positive relationships with child participants in CASPr. It is an interesting operation because of the transformation inherent in this kind of work. Counselling theories would point to the richness of adult participants' own lives and understandings and stress that this remains the key to personal transition11. CASPr adopts a positive, careful approach to this area. The outcome is that participants can better deal with anxieties about being 10

It has to be acknowledged that this system places pressure on participants. Support is therefore critical. 11 Johns Hazel, Personal Development in Counsellor Training

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good enough, exercises and exams, changes in their own relationship to the world, prejudices and so on. CASPr emphasis on trust in a "safe enough" environment promotes adult learning and change. In turn, these outcomes are transferred to children in the project and at home. Participants interviewed in the course of the evaluation stressed that "communication" had proved a most important aspect of the CASPr experience. At the same time, the pressure which personal transformation exerts on can sometimes weigh heavily. The necessity for the full time presence of a member of staff with counselling experience12 cannot therefore be overemphasised 3.3 Throughput and outcomes We are examining two evaluation indices. The first is throughput, by which we understand the number of individuals passing through the organisation in any given period. The second is outcome measurement by which we try to measure the affect of the organisation on individuals. The following table outlines throughput and outcomes. [to be completed]

Table 1:

CASPr throughput and outcome figures

Measure

Children

Adults

• • • • • • • •

Support (adults)

• • •

Voluntary assistance mobilised

•

•

Throughput (Nos.) per year (current) No. of children on roll No. of children in homework sessions No. of sessions No. of children on outings No. of adult trainees No. of sessions with children Number of training sessions No. those taking training courses undertaken offarea No. undertaking one-toone sessions No. undertaking counselling sessions No. on workshops, meetings, conferences seminars, courses No of hours worked on behalf of project by category: treasurer; chair no of community benefactors

Outcomes • • • • • • •

• • • • •

•

Assessment measures to be developed No. child problems identified No. child protection cases identified No. certificated (by course) No. moving to full time employment No. moving to an education course No. moving to community activism or volunteer work No. with enhanced numeracy and literacy skills No. satisfactory problem resolutions No. new qualifications or certification achieved. estimate of effects No. of supplied functions which would otherwise have resource costs: time-cost equivalent Resources, donations received from community

In addition to the figures above, the project may like to consider estimating the benefit to the community using the following indicators: 12

The Marti Meo method favoured by the project and adopted by the Health Board can provide a solid base for getting the best from project work and it is recommended that this approach be fully adopted.

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social indicators based on locality figures • increase success rate at school - exams/assessments for cohort • reduction in juvenile crime • reduction in unemployment • physical health improvement • mental health improvement • reduction in children care orders • reduction in harmful drug use Peer education effect: • assessment can be made by encouraging participants to keep a log of contacts and discussions for a set period Network effect • no. of contacts made at community network level • assessed positive impact on network Cost benefit effect • the cost to the locality/community/government should the project not exist Planning and programming In order to fully assess movement over time, the project may wish to consider the use of a program planning approach to activities. This could be utilised in conjunction with the activity breakdown elaborated in diagram no ? Using this model entails determining for each objective: 1. 2. 3. 4.

5. 6. 7. 8. 9.

the legislation which determines the shape and boundaries of the activity the description of the activity the perceived need for the activity the exact resources currently devoted to the activity: physical (buildings, materials); staff ( full-time equivalent) and financial (percentage of budget for activity) the indicators which determine the success of the activity any gaps in provision that the activity should be addressing any plans for development of the activity any constraints for development any opportunities for development

This is listed on a single page pro forma in a form that may be periodically updated. A means of comparative examination for use on an annual basis is created. This is particularly useful as a means of budgeting, which is more "user friendly" than traditional accounting. That is, it links resources to objectives in a manner which accounting budget heads cannot. An example is provided as Appendix "D".

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SECTION 3:

A consumer model for CASPr

3.0 Introduction The following model offers an opportunity to look at the project from an additional perspective. This takes the position of the client or participant, placing her/him as a consumer who is purchasing services from a provider. The model is essentially one where democratic principles are central. The model sees the residents of the neighbourhood, locality or area representing the range of possible consumers. In the case of the CASPr Project, there are two key groups - adults (participants and parents) and children. As we have seen from the figures in the previous chapter, most adult participants are female. The model will, for example, have to acknowledge any barriers preventing take-up of places or whether there is an exclusion mechanism operating at the societal level. We therefore have three groups of consumers as follows • • •

Adult participants (trainees) Parents of children in the after-school projects Children in the after school projects

Naturally there are restrictive features in any project where children and their care are central to the way in which the project works. Statutory regulations seek to address the safety, security and well being of children. For the children themselves, choice is necessarily restricted - school attendance, child labour legislation and so on are in place to develop and protect the child. In this case, however, they do have some level of choice and the following chapter will seek to establish the exact nature of choice and whether children's rights can offer any developments this area.

3.1

Access and the CASPr project "making services more readily accessible to consumers by bringing them closer through decentralisation of delivery to small scale locally based units by changing the style in which the services at are provided at the point of delivery and by ensuring that the services are fully integrated"

For adults employed on the project, the CASPr project offers several opportunities that are attractive to residents of the area. Clearly the first is that of paid employment. It is recognised that for many citizens living in areas of social exclusion, FAS and CE schemes have to a considerable extent, become a substitute for "real" work. Whilst the activities themselves have been of a social value and the experience and income an inherently valuable resource, the permanent outcomes in terms of labour market participation are low. The expected outcome of participation in a CE scheme is often that of participation in the next available scheme. CASPr seeks to avoid this through additional training, personal development and encouragement. It has sought to retain stability throughout a longer period of time than a single CE scheme. In effect, participants are building on previous years.

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The stability comes at the cost of a concentration of resources on those participants who are selected. Research, however, indicated that this was acceptable to the locality. The awareness of the project not only shows that the project has a goodness of fit with the locality in which it operates, but that all those who feel able can apply and will be taken seriously. The philosophy of the project assumes that all residents have the capacity to carry out tasks. But interviews are crucial to ensure the suitability of individuals for the critical role of childcare. This results in a queue for places and is a sign of success for the project - but does it exclude participation in any way? Research established that some of those who were unable to secure a place were contacted in the following year. It therefore appears that the process, whilst comparatively rigorous, adopts a non-exclusive approach. The main excluding mechanism for the low-income family is that of childcare. Lone parents in particular are affected by lack of childcare provision. It is here that the CASPr project maximises participation. It is possible for the mother with a school age child in the target group, to have that child in the homework club. Observation suggests that this system is effective. On the other hand, mothers with smaller children require childcare provision, in order to gain maximum benefit from education, training and work experience. CASPr through the development of crèche provision will shortly plug this gap in service. Here, the CASPr project has proved proactive in maximising access for the lone parent client group by employing a logical extension of the service. Participants are mainly women, so we need to ask whether men are excluded. There are many factors that CASPr cannot tackle at local level. Men continue to be likely to exclude themselves from participation in the caring professions generally and childcare in particular13. In the CASPr experience, this situation amplifies since males are unlikely to enter a predominantly female project. The CASPr project has made some efforts to involve men and there are two males currently employed. The managerial profile of the project is all female and the project might consider whether new appointments (within the limitations of equal opportunity legislation and rights) might render the project more open to male participation. At the same time, male appointments might upset the equilibrium of a system that functions effectively. That is, are the women in the locality more comfortable with a predominantly female management structure? The CASPr project needs to determine a balance that maximises access without the imposition of bureaucratic formality. Since the project targets one class and follows it through as children progress through the school years, all parents have open access to the service. Observation suggests that the parents are extremely satisfied with the service. During pick up periods, they have the opportunity to chat out progress or any matters concerning the child. They are also free to approach the project with any worries that may arise. Because the project is organic to the neighbourhood, the project offers considerable advantages for the parents in that their peers carry out the supervision. Parents do not exhibit the same fears as might arise with professional schoolteachers. Neither do problems of status do arise. Because of this, the project offers a conduit to resolve school problems that might otherwise arise at school. The more supervision-intensive environment 13

The Project also has to ask whether the neighbourhood's male applicants have the appropriate sensibilities to be fully effective in a child-orientated project.

17

provides a space to tackle problems that may go unnoticed at school and conversely, schools may take the opportunity to express concerns, which can then be monitored during the after-school project. The presence of the CASPr project can therefore be regarded as providing improved access to children's education at the general level.

Figure 2:

Improved education access for parents and children

A ccess constrained by num bers, organisation size, perceived status

S ch o ol

Hom e

M ediation of hom e school relationship

Sch o o l lin ks im p ro ve ch ild e du ca tio n

Pe e r co n ta ct and o rg a nic acce ss

C AS Pr

In a similar manner to that described above, children have open access to the CASPr Project. Clearly this is a matter in which decisions are either taken by the parent or by the child in conjunction with the parent. There is no obligation or pressure to use the after-school project. When children are in the care of the project however, the constraining factor is the evening pick up. However the locality is sufficiently compact as to minimise this problem. The location of the project must be taken into account. That is, the position, look and style of the CASPr premises may improve or restrict access at all levels. For adult participants in training, all premises are within walking distance and are accessible. If adults wish to access the kind of training undertaken by CASPr, they would be forced to travel outside the area. Whilst the effective distance of similar (training) projects may be regarded as "nearby", it must be borne in mind that there are social and psychological factors which limit the adults’ ability to travel. Firstly, the participating parents are moved some distance from the child and the child's school. Secondly, the confidence level of local residents often restricts their ability to travel out of area. The near location of the project plays a crucial part in ensuring accessibility for local residents. Naturally, for children, the location of the after school project must be close to the school. All project buildings are within close walking distance.

18

The look, design and style of buildings play a large part in determining access. Administration and training facilities are now located in two premises in close proximity. The administration building is a self-contained terraced house in a mixed residential and commercial area and provides easy access for all residents. This building has been recently renovated and provides good administration space. Additionally, the informal atmosphere offers a non-threatening environment for a local resident seeking services. The building looks a little anonymous however and so improved signage could contribute to accessibility and organisational profile. The training building, located on a busy street close to Connolly Station is shared with a variety of community groups. This has advantages and disadvantages. The building is less secure than the administration office despite the presence of other organisations. The members of the tenant local organisations that tenant the building are friendly and supportive and there is little evidence of "resource-sharing conflicts" from which many such premises suffer. The training area is large and well lit and there is now adequate space for one-to-one support encounters. The canteen area of the CASPr training space offers opportunities for conducting meetings in a relaxed environment and the therapeutic benefits of "tea and talk" are visible. Although there are no physically disabled residents currently working within the CASPr project, the flights of stairs would present a formidable obstacle to participation by this group. Again, this building could benefit from improved signage. The three after-school project buildings differ greatly from one another. The new Ballybough building is a converted terraced house and although it can seem a little cramped, the children make good use of the circulation space. Although the building must adopt safety regulation exits and signage, it continues to have a domestic feel in which the children obviously feel safe. The kitchen area is well designed and comparatively extensive and the children exhibit enormous pleasure in using supervised cooking facilities. This project has only recently secured these premises and participants have been quick to claim this as their own space. This has helped to create an extremely pleasant atmosphere. The Sean McDermott Street premises have been recently acquired from St Vincent de Paul and are located to the rear of the SVDP Furniture Bank. Again this building provides good circulation areas and a number of different rooms for activities. There is enough space for a quiet/administrative room. Finally Mountjoy Square premises is a Dublin Corporation-owned building that is shared with other organisations. The advantage of this building is its pleasant location in a park Square. This building has several disadvantages however. The overall look of building is unpleasant, mainly due to heavy security doors and window grilles. Inside there is a large common area and an enclosed "mess area" with cooking facilities. Whilst the open-plan design offers space for physical activities, there is no space for children to circulate around - no nooks, crannies or corners - and a minimum of private space. From the consultant's point of view the children appear (visually) a little "lost" This project has also suffered from problems associated with sharing with other community groups. The presence of a local band comprised of older youth has raised questions of untidiness and smoking habits. The Corporation as "landlord" is responsible and must attempt to satisfy all calls upon resources in an equitable manner. Yet whilst the Corporation's Community Liaison Officer is currently addressing the issue it seems inevitable that problems of incompatibility will continue.

19

Table 2

Summary of CASPr building accessibility

Site

Type

Buckingham Street

Victorian Terrace (shared)

Amiens Street

Georgian Tenement shared (exclusive use of top two floors)

Sean MacD

Part of office-commercial building (SVDP)

Ballybough

Terraced House (all)

Mountjoy

Victorian circular building in park square

ALL

2 admin premises 3 project premises

Accessibility factors and issues Administration Centre • Close to station and bus routes • Pleasant informal atmosphere • Good meeting space • Own entrance • Fabric of building poor in some areas • average disability access • poor signage Training building • Close to station and bus routes • Good kitchen/mess room • Excellent training space • Good office space • Heavy traffic noise at front • Shared entrance insecure • Fabric of building poor and some maintenance problems • poor disability access • poor signage After-school project • Close to designated school/s • Good circulation space • Some office space • Cramped kitchen area • Warm atmosphere • Poor disability access • Confusing signage (SVDP) After-school project • Close to designated school/s • Pleasant domestic atmosphere • Good circulation space • Good kitchen area • poor disability access After-school project • Close to designated schools • Security shutters unpleasant • Open plan could be intimidating • Cramped kitchen area • Good mess area • Warm atmosphere • Good disability access • All within walking distance of local schools housing • Good transport links. • Accessible to each other.

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3.3

Choice and the CASPr Project Improving the consumers situation by allowing them to exercise options, both within the service received and between alternate providers; and facilitating competition where appropriate, to produce a wider range of options

In this case it is necessary to take into account the provision at the area or locality level. Is CASPr providing an additional level of choice for its consumers which contributes to the overall regeneration of the area overall improvements for residents? At the general level, it is found that CASPr is providing a service that is different from other services and to this extent adds another layer of choice for residents. Choice within the project should be considered separately. For adults in the project who are employed under the CE scheme, CASPr offers a choice of education options that in some respects resembles a third level (higher education) structure. Adults are obliged to undertake core education courses in childcare and development and in communication skills. Interestingly, this part of the course does not compromise on curriculum whose demands comparatively high. Outside this core, there is sufficient variation to allow the exercise of participant choice and to maintain a response to individual needs. It is interesting to note that CASPr has been able to make sophisticated education demands on their participants, whilst accepting and engaging with basic education needs such as literacy and numeracy. This is probably the most innovative part of CASPr project work. It is here that choice is exercised in selection of courses. It is accepted that at the current time, few other projects offer similar integrated work-education options. Those who are in difficulty do receive individual or one-to-one sessions and can ask for these at any time. Additionally, given the demands of the courses and project work, it is essential that there be some kind of pastoral care. This is provided through the availability of a Community Liaison Officer/adviser, a service that is currently provided by full time secondment from the Eastern Health Board. The experience of the current member of staff has proved extremely useful to the project. The demands of the job, education and self-development can prove "unsettling" for participants who find that their attitude to life and to change is undergoing transformation. Most participants are also coping with the demands of being a parent in a disadvantaged urban location, which is subject to considerable social and economic shift. So pressures that arise must be contained and integrated. No participant is obliged, unsupported, to perform work, education or training tasks and this should be recognised as a reinforcement of choice. It is common for ambitious projects to place unworkable demands on participants, which on the surface, appear to offer choice. CASPr therefore seeks to ensure that choices, once made, are sustainable. In common with statement above concerning access, children and parents have limited options outside the project. CASPr targets particular classes in particular schools. But what choice lies within the project. The school limits the homework aspect of the project. The class teacher allocates homework according to the demands of a set curriculum and particular methods favoured by particular schools. But outside set homework, the involvement of child development aspects of project work is

21

subject to choice by children. This includes art, games, outings, and vacations. Here, the choice exercised by children can impact upon the choice of adult supervisors, since children often favour repetition of successful outings at the expense of overfamiliarity for the adult! Aspects of choice that "negatively" impact on the project appear to be conditioned by the growing maturity of the child. As the child "cohort" becomes older, children begin to develop mature interests that would more suitably be catered for by a youth club environment. This is a matter, which is currently under review such that the CASPr project can continue to cater for the same children rather than "lose" the benefits that have accrued to that group. This prevents the child "growing away" from hard-earned disciplines and joining street life14. The project intends to develop a "youth club" that will cater for the continuing needs of participating children.

3.4

Voice and the CASPr project Voice gives consumers the opportunity to express their views on the service they are receiving and where they are dissatisfied, provides a response, which meets their legitimate grievances. (This links to "accountability": see below.)

This is a most important area, which, due to recent democratic advances and to the introduction of human rights legislation, is a key issue in contemporary community sector organisation. A new emphasis on children somewhat plugs the gaps in the fabric of human rights and has given rise to both innovation and subsequent controversy. This report takes seriously the issue of children's rights and aims to play close attention to project involvement by children of whatever age. At project level it is the involvement of adult participants, which receives the most attention. Adult participants in the CASPr project have an extensive range of opportunities both to be involved in the day to day running of the organisation and to have a say concerning the organisation. Weekly-feed back sessions offer the adult participant chances to say anything concerning the organisation. Supervisor meetings add another layer to the expression of "voice". Research indicated some reluctance however, to fully express opinions and it appeared that (limited) conflict was only now beginning to emerge. It appears that this is a function of the growing size and complexity of the project. Ironically, it flows directly from project success. The organisation is required to address the issue of management-worker relationships without jettisoning the relaxed and informal approach of the organisation that has contributed to its achievements. The consultant feels that the growing strength and confidence of participants and indeed the residents of the localities involved requires direction and that this may in turn necessitate modifications in managerial approach.

14

I am not suggesting that street life is essentially wrong. "Hanging around" with peer group members is an essential part of growing up. If no hanging around takes place, the positive peer group effects stemming from CASPr work would not take place. The point is to make this a positive experience for the child, minimising the potential for juvenile crime.

22

To date, the main policy making bodies of CASPr has been composed of: • • • •

representatives of voluntary bodies with an interest in the aims and objectives of the organisation representatives of partnership organisations with planning and co-ordination responsibilities for the localities involved officers of local statutory bodies with a direct interest in the activities and outcomes of the project CASPr co-ordinator

The level of voluntarist support has been acknowledged elsewhere in this report and this links to a good accountability structure as well as contributing to the articulation of the voice of the locality (opinion leaders). The social gathering following the CASPr AGM included many examples of this support and involvement. So at this level the voice of the community appears strong and healthy. The process of developing maintaining solidaristic links with key neighbourhood figures should be continued. As far as participant involvement is concerned the organisation needs to integrate conflicting voices in the management and co-ordination of the project such that they are both contained and provide a useful counterpoint to orthodox or taken for granted views. This is an essential part of any organisation's development, without which it can become stale, carrying out a repertoire of existing activities. CE supervisors appeared to be very confident as far as their own projects (site) was concerned but there were limiting factors in organisational understanding as follows. • • •

a tendency to diminish the importance of central co-ordination. a failure to acknowledge the role of the administrative centre a lack of awareness of the necessity of some aspects of organisational training

There appear to be self-imposed limitations on the willingness to express other than consensual views and this may be the result of not wishing "to upset the apple cart". The consultant feels that this could be the result of a lack of integration at the policy level. At present, CASPr project is beginning to examine the way in which participants and participant supervisors can be included in management decisionmaking. It is recommended that this process should be intensified and options for development will be investigated in a later section.

3.4

Accountability and the CASPr Project Accountability provides the means by which those who deliver services are made responsible for the "stewardship", both through improvements in information (greater transparency in the operation of services) and by making existing democratic machinery more accessible.

At the policy level, it is necessary to make clear the agencies and, organisations to which the CASPr project is formally accountable. •

Funding agencies: CASPr is accountable to those organisations providing funding or resourcing on regular or occasional basis. E.g. SVDP, Dept of Social, 23

•

•

Community and Family Affairs, EU Programmes in that CASPr contributes to the development of innovation and good practice with the programme areas of funding agencies. Government: CASPr is responsible for providing services that contribute to existing or new policy areas (e.g. childcare). It is accountable also in the area of child protection, which is presently a key area in policy development. Partnerships: CASPr is accountable to partnership bodies with deal with the greater locality or area. It has responsibility to integrate into existing and new plans for the regeneration of the area.

At the operational level, CASPr is accountable to •

• •

•

•

Government bodies: CASPr is responsible for the stewardship of CE participants with related responsibilities for training, certification, health and safety and conformity with employment legislation the children or "students" in the provision of a service that will fundamentally affect a range of opportunities, chances and decision possibilities in their lives. the parents of children in the homework club, in the provision of a service which performs care duties for children with concomitant responsibilities such as health and safety, teaching and education and child protection the residents of target localities in providing a service which will benefit the area through improvements in well being and related areas such as reduction in juvenile crime, vandalism, etc. Schools and teachers in that CASPr contributes to the satisfactory completion of homework, thus affecting school time resources, scheduling etc.

In general, funding agencies enforce levels of accountability in level of service provision, performance and management of funds. But local accountability in terms of involvement, democracy and control over project direction is more difficult to achieve. Where a locality is subject to social exclusion, residents often find it difficult to become involved in a way in which project accountability can be directly improved for all citizens. Community based organisations are committed to citizen involvement but cannot persuade local people to take part. In these cases local activists, many of whom are active in several bodies substitute for broader citizen involvement. CASPr needs to examine the question of local involvement and experiment with ways in which local people such as parents can be brought into the formal mechanisms of project operations and policy. The views of children are often neglected because of the inherent difficulties in managing involvement. Yet organisations such as those representing children in care have been successful in this area. The most basic criterion is that "children have the right to be heard." It is clear that, within the CASPr project, children's views do "percolate" upwards, transmitted through to CASPr management by adult participants. However, the more active and direct involvement of children can be achieved through play. Integrating data collection into developmental work at site level may provide a means of eliciting views. Role playing and small group work offers some children-accountability opportunities in this area. Or it can provide a means of "checking out" methods, procedures and problems. It is recommended that CASPr investigates means of improving the involvement of children such that the level of children accountability is improved. 24

3.5 Monitoring Although CASPr keeps formal records for FAS employees and also maintains efficient records for adult education work, monitoring and tracking could be extended to help the organisation determine performance. Current mechanisms relate primarily to throughput. Outcome measurement tends to be related in terms of "cases" or "critical incidents". The organisation should seek to retain the latter whilst developing longitudinal information or indictors of progress and process. It is however recognised that where adults are early school leavers, their administrative skills may initially be weak. Additionally we have to be aware that introduction of record keeping and assessment procedures is often disliked because the stronger emphasis is placed on operational hands-on work. Record keeping is not regarded as practical work. Weakness in literacy and numeracy can also restrict performance due to confidence lack. And many of us are quite simply afraid of this kind of work and seek to avoid the pain of form completion at any time! Yet this aspect of the work is important in the adult learning process. This discipline needs to be inculcated at an early stage such that employee work skills are maximised and children assessment procedures formalised. At this stage in the organisations' development, such procedures are of great benefit in • • • • •

determining the current position maintaining an overall indicator of organisational development examining any changes or development in individual cases providing accurate information for funding agencies providing information which can support the "good model" and "best practice" extension of the project

It is therefore recommended that CASPr review all data and information collection to maximise self-knowledge and overall awareness. It is recommended that information and data work should be integrated into adult training. It is recommended that there be an introduction of a children assessment scheme designed and implemented by the CASPr project, utilising its aims and objectives and reflecting its principles and ethos. An example is attached as appendix "D".

3.6 Summary of Consumer aspects The CASPr Project has a range of clients and objectives which although organic in nature give rise to a diverse range of responsibilities. At the same time, the organic and integral nature of the project lends it a very strong focus and it has resisted the temptation to adopt projects and funding which are incompatible with its original objectives and direction. So the client groups present a homogeneous whole. Contact with the project emphasises the goodness of fit with the area it serves and so most aspects of this consumer model are satisfied. The nature of the area concerned with its endemic problems of poverty and urban decay presents an enormous challenge but despite this, CASPr Project has ensured high satisfaction and functioning across the client range.

25

From a voluntarist beginning CASPr has transformed into a project that provides high professional standards in the community sector. There nonetheless remain a number of outstanding problems, which although peripheral, could result in distorting development. These can be summarised as follows: •

•

•

•

•

•

The visual profile of CASPr is understated relative to the high neighbourhood awareness that it has constructed. This could be masking low penetration of socially excluded groups and so requires attention. Disability access is poor. Although this does not currently appear to present any difficulties, this could prevent physically disabled persons from self-selection. That is, affected residents may not offer themselves up for participation. (They select out) Gender distribution tends towards female dominance of the project at management and CE scheme levels. CASPr needs to address the question of male marginalisation and any aspects of gender bias" which might be hidden or obscured. the children require further opportunities to make decisions affecting their lives. This is a difficult area in which to mobilise. Often children will attempt to please (and protect) adults by telling them what they think they want to hear. This is what can be referred to as the "school inspector" affect. Yet if workers do involve children in plans and assessment it contributes greatly to their self-esteem. A list of possible activities through which to elicit the "voice of the child" is attached to this report as appendix "x" The parents of those attending the after schools project sites (where they are not the children of CE participants) do not play a significant party in the organisation. This is an area in which it is often difficult to mobilise citizens. The CASPr project should examine methods of upgrading the parental voice without compromising the excellent relationships currently existing. The CASPr project needs to find organisational balance between central coordination and project (site) operation through awareness-raising and worker involvement.

Additionally, CASPr needs to intensify its efforts to monitor and track outcomes for all client groups. The current policy of following the same school class (cohort) allows for longitudinal assessment. The project requires to exactly document its starting position such output could be measured against the significant input contribution, thus charting organisational progress. It should be noted that the project should be not merely regarded as the handmaiden of the schools but as a mechanism that allows children and parents to play a more central part in their neighbourhood and society and be enabled to fully grasp the opportunities (and rewards) available in the Irish economy. In order to illustrate the factors affecting CASPr, a summary matrix of consumer aspects follows:

26

Table 3

CASPr Project Summary matrix

•

•

Access

•

•

•

•

Excellent local access to all premises for participants, children and parents Offices somewhat anonymous. Word of mouth and network knowledge important for access Children orientation achieves broad integration of local residents predominantly female management and staff Limited disability access

•

Limited choice in area Innovative project so current development lacks breadth across whole locality CASPr Project adds qualitative choice in education development

•

• • •

•

•

•

staff style informal/relaxed good participant sensibilities participant self selection at high level high level of awareness of project in target localities queue of applicants indicates goodness of fit with area Project is integrative and organic thus improving likelihood of access being made Males may self exclude due to gender imbalance

• •

•

•

•

• • •

Choice •

•

•

Offers innovative project with few "competitors" Organic/integrative project promotes "within-project choice" Recent approval and introduction of crèche improves locality choice

•

•

• •

Voice • •

Participant involvement is excellent at operational level, poor at policy level Voice of children is necessarily limited Voice of parents is organic. Formal voice is "slight"

•

•

•

• •

Accountability

•

•

Formal accountability above average Parent involvement constrained by attitudes/confidence Accountability to children mediated through adult participants

•

•

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

Good accountability structure can be extended at the formal and informal levels and across breadth of client groups Accountability can be increased through extending existing links with social and educational bodies Accountability for children can be improved

•

•

•

•

•

Access is higher than average for the sector Organisation could usefully improve profile including signage some drop-in potential which might improve accountability/voice (below) project needs to consider gender balance in project project might actively seek to avoid self exclusion by males

Choice currently at maximum level possible within resources Project might examine links with other projects to extend model Project might promote extension of model throughout neighbourhood and beyond Organisation can mount a staged introduction of participants to managerial and policymaking committees. Organisation needs to avoid "setting up participants to fail" through committee work training Organisation could develop organisation role play for children Any "substitution" by community activists can be eliminated by staged entry of client groups in organisation committees. Organisation needs to retain some experienced community activists Children's rights organisations can advise on accountability structure for younger children

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SECTION 4:

CASPr and the finance question

4.0 Introduction CASPr's has transformed a community-based measure into a project of significant size, both in terms of its clients and its employees. Yet the problem of an appropriate mix of funding continues to be one of difficulty shared by many community based organisations. This section examines the question of appropriate funding. What is the inmost effective method of funding for the organisation? What Government Department should provide core funding and what rules and regulations will allow the organisation to carry out its role effectively? 4.1 Funding difficulties Where many different departments and associated agencies manage funding, community organisations are faced with the task of searching for resources as programmes are announced. Often timing will determine the range of grants available. Mismatch between local programme operations and government grant profile can produce several problems of which the following. This can result in a situation where achieved funding:











is unsuitable: There is a mismatch between objectives or approach and funding. The project tries to tailor the project to the funding. The funding drags the project and distorts the aims and objectives, reducing clarity and transparency places strain on the organisation: The organisation does not have the resources to generate well thought out applications. The organisation spends time on preparation rather than on its activities. The organisation may not have good knowledge of the totality of funding possibilities. is competitive: The organisation's expertise is in its operational activities. It may not have the in-house capability to succeed in competition with other projects. Those with the help of full time fund-raisers and good contacts may be selected. forces organisational limitations, making for difficulties in project operation: Funding is for one aspect of the work and precludes other funding sources. Organisation is forced to compromise or take financial risks. omits key aspects of the operation. The organisation is forced to engage in traditional fund-raising at the voluntary level or rely on benefactors. This is additional work that demands extra effort from workers who are already stretched within the operation or are thinly spread at the community activist level. produces cash flow problems: the funding is paid in segments, which do not match the organisation's cash flow. Late payments force organisations to move monies across accounts, which should otherwise be "escrowed" or "ring-fenced" for particular activities.

One or all of the problems above affects most organisations in the sector. CASPr has made an effective transition from voluntarist to professional organisation and its attitude to the accounting question is very positive. It has succeeded in attracting funds and has maintained its own fund raising profile. Yet although CASPr is comparatively well funded and appears to have considerable financial solidity, exogenous15 funding factors have affected the organisation. These are as follows: 15

Problems are from outside the organisation and outside its control

28

late payments: funding has not been paid "on time", forcing the use of accounting measures to ensure necessary cash flow and effective operational performance. This has been carried out with the utmost transparency and necessitated a great deal of internal work. But this effort "saps" project energy and produces worker stress. restrictive funding 1: FAS funding includes cash for wages but nothing for materials. The project relies on the use of materials without which it is limited or is hampered in its objective to maintain a high quality standard of child support. Ironically the objective of the FAS funding is undermined. restrictive funding 2: EU funding places restrictions on acquisition of previously owned physical resources. The anti-corruption measures that gave rise to this rule are very clear. Nevertheless, it has prevented the legitimate use of previously owned resources and produces negative environmental impact. organisational strain: the project has benefited from voluntary help in grant applications and administration of funds. But this has necessitated out of hours working. The project requires a worker with community accountancy skills. 4.2 Funders and Funding Structure The current structure appears as follows: Figure 3

CASPr Current funding profile (includes non-cash resources)

Dublin Corporation resources

EHB staff resource

creche Drugs Task Force D.S. C.F. A.

Co-ordination

Training

Trips, outings horticulture

St Vincent de Paul After school Site Vacations After school Site

FAS

After school Site

Benefactors

CASPr fund raising (materials)

29

The key problems arise from limitations on the purchase of vital materials. Spending on children's education materials can be split into two parts: 1. capital: equipment and toys 2. consumables: paper, crayons, art materials (paints, plaster etc.) Naturally, there is wastage in both categories but consumables is the most affected category. Obviously, crayons, pencils, paper etc., are quickly consumed. Additionally, any onerous restrictions preventing children acquiring pens and pencils would be both a self-defeating and an unwarranted intrusion. These resources are currently funded through a grant from St Vincent de Paul, a nominal charge16 to parents for each session and the CASPr project's voluntary fund raising in the community. The latter is a traditional exercise in local fund raising. It is felt that given a flexible approach, a small voluntary payment from parents is justified. Additionally, voluntary fund raising gives CASPr the chance to maintain an area profile and its organic relationship with local residents. Yet this profile is vulnerable and sole reliance on these sources of funding is a matter for concern. Where materials are such a vital part of the project operation, restrictions reduce efficiency and effectiveness of the core operation itself. It is recommended that CASPr, in conjunction with community organisations in the locality, asks for meetings at government level in order to raise the problem and seek to rectify this matter across the range of fund-givers. The display below reveals that the project work of CASPr cuts across a wide range of differing departments, units and areas of responsibility. Much of the complexity appears to derive from the way in which governmental responsibilities have developed and it seems unlikely that this will change in the immediate future. Areas which orientate to specific objectives and which cut across government departments are changing however. Table 4 Mixed funding advantages

• • •

disadvantages

• • •

Single agency funding advantages

disadvantages

• • • • • •

less vulnerable to withdrawal or changes in funding less vulnerable to change in government policy mixed funding promotes interest from a wider range of agencies more work for co-ordination and accounts staff more formal accountability duties to perform more contact, networking and meetings required

builds solid relationship with single agency easier development of coherent policy less knock-on work vulnerable to sudden change: fortunes of funded agency are identical with that of the funder dependence: funder can easily impose its will on funded agency can lead to single issue viewpoint

16

No one is excluded because they cannot pay. On low income, even a small obligatory charge could place some residents in debt.

30

The recent introduction of the National Rehabilitation Authority has necessitated structural changes in departments. In particular, FAS is now responsible for "mainstreaming" disabled workers into its programmes. FAS is therefore liable to modified approaches emerging from the National Development Plan. The funding profile, which CASPr has developed, shows a close fit with project objectives and there are both advantages and disadvantages in maintaining a mix. CASPr needs to maintain a presence in all the areas of funding which it has developed whilst at the same time, assessing the impact of mainstreaming on all those areas for which it is responsible. CASPr may be eligible for participation a funding supplied under the new childcare "package", ensuring retention of workers. The normal staffing grant for community-based facilities is £50,000 The Minister for Justice .. announced in July that grants of up to £80,000 would be available to 25 flagship projects to allow them to retain staff and maintain the highest quality childcare standard. Where other community projects can show that they are meeting similar standards or where additional funding is warranted because of the scale of facility or the level of disadvantage involved, they may also be 17 eligible for the enhanced grant [Dept of Justice, Equality and Law Reform ]

Locality based projects are often driven by several objectives which cannot be contained in any single measure18. For the multi objective agency therefore it is important to maintain a careful watch on funding agency trends. Whilst CASPr has to date retained the service of a volunteer treasurer (a founder member of the project) this situation is vulnerable to change. The consultant recommends the appointment of a full time accounts post that would fulfil a range of responsibilities: • • • • • • • • •

maintain the bookkeeping function prepare accounts for official audits carry out financial reviews create systems for fund-raising in liaison with the management committee. seek out new sources of funding make grant funding applications maintain liaison with grant giving agencies prepare regular reports for fund giving agencies ensure achieved grants have compatibility with CASPr aims and objectives

Owing to differences between community and mainstream economy organisations, such an appointment will require community accounting experience in addition to social and community sensibilities. 4.3 Core funding Which agency should provide core funding however? The question of mainstreaming should also be examined. A major implication for community groups is that effective measures should be transferred or integrated into the existing government and agency 17 18

http://www.irlgov.ie/justice/Press%20Releases/Press-2000/pr-0510.htm Combat Poverty Agency reports stress that no single measure will tackle areas of disadvantage.

31

structure. Guidelines suggest that partnership is one medium of achieving the necessary mainstream effect. The CASPr project's partnership organisations and significant range of stakeholders may present the opportunity for mainstreaming. The table below suggests that the department that connects or links all functions is that of the Department of Justice, Equality and Law Reform. That Department has announced recent developments in child care policy and in gender equality, provided through the National Development Plan and the Equal Opportunities Child Care Programme. The estimated relevance to CASPr is charted in Table :

32

Table 5

CASPr finance and function matrix

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

• • •

•

employment

• •

•

provision of local training

•

education

• •

•

provision of local employment

•

employment

•

•

provision of equality measure for women

•

equality

• •

•

provision of counselling and advisory services provision of community development services

•

mental health and well being social welfare area regeneration

•

• •

•

•

•

•

• •

• • • • • •

•

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 Education and Science Dept of Enterprise, Trade and Employment Dept of Enterprise, Trade Employment FAS Equality for women measure, National Development Plan Dept of Health and Children Dept of Social, Community & Family Affairs Combat Poverty Agency Dublin Corporation SVDP (nat. vol.) Dept of Health and Children

provision of child protection functions 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 Tourism, Sport and Recreation Local Development and National Drugs Strategy Unit/Team Dept of Justice, Equality and Law Reform Garda Siochana Dept of Employment FAS

•

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

•

•

•

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

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

• • • •

social welfare education social planning social "engineering"

• • • • •

33

Table 6

CASPr "fit" with measures for women, children and child care. Measure

A sum of £2m NDP funding is available through the Dept of Justice under the Measures for Equality of Women Programme. The funding is administratively split into two regions A sum £5m for grants for community based child care facilities which do not qualify for existing schemes (Applications subject to case by case appraisal)

£1m for improved staffing for community based projects. Staffing grants can total £80k. £5m for a National After School Initiative For schools - guarantees child care provision until 6pm

Relevance •

• •













£5m for improving quality through training and research to support career development for child care workers and to achieve "highest possible child care standards " £1m for Child Care employment grants of up to £5000 each through City and Enterprise Boards for employers who take on child care workers

£5m for improving childcare provision in local authority developments - existing schemes are also covered








Action

High focus on women and women's employment opportunities stress on disadvantaged areas lone parents a target group High funding is for community sector funding is for disadvantaged areas funding is for capital dev. funding is for those ineligible for EU funding on EOCP High provides opportunity for mainstreaming





High CASPr already has good fit with this measure provides opportunity for development with target schools. May cover existing and future projects




High CASPr already mounts quality education CASPr career path for entrants already demonstrated





Low targets commercial sector





























Low targets existing and new schemes targets local authority developments






Examine guidelines Ensure relevance and eligibility check mainstreaming implications involve stakeholders and partnerships Check eligibility check CASPr development programme for compatibility examine opportunities for improvement of existing premises examine opportunities for new sites Check eligibility examine opportunities for child supervision employment enter firm discussions with target and other schools intensify school-CASPr partnership check other projects in locality for duplication check eligibility in Partner ship with school examine eligibility liaise with VEC to establish joint approach re expansion of education and training

establish links with local employers (SMEs) examine possibility for joint work or partnership approach secure placements or permanent employment for CASPr "graduates" examine links with local authority examine possibility for joint work or approach examine options to operate as a consultancy

34

4.4 Funding Options FAS funding is critical for the work of CASPr. Without this, site employees cannot be supported. CASPr have endeavoured to provide a consistency in FAS funding such that the same employees can be retained up to at least 3 years. This is absolutely necessary for the success of the adult education programme and the supervised work training of adult participants. There appear to be several options here, one of which depends on the capacity of FAS to maintain funding (Option 1). Table 7

Mainstreaming options Option

1. CASPr continues as at present

Implications •

• • 2. CASPr core funding changes to • Women's Equality measure • 3. CASPr "spins off" parts of the • project as free standing projects • • • 4. CASPr mainstreams the totality of • the project • • • • • 5. CASPr itself becomes a mainstream • provider

• • • 6. CASPr amalgamates with other local • organisations to provide total • locality or network provision (on behalf of schools or other purchaser) • • • •

Continues with existing funding constraints vulnerable to funding change possible "flagship" status move from shared adult-child focus to primarily adult focus may exclude males CASPr centre remains as facilitatorenabler-co-ordinator of provision. acts as consultant to local providers loss of organic relation to neighbourhoods possible loss of voluntary help CASPr ceases operations and becomes part of a government agency. permanent staff become staff of a government department or agency decreased accountability probable decreased voice probable local innovation possibilities reduce voluntary assistance may drop CASPr has permanent trainees on fixed term employment and training. CASPr is paid a capitation fee, training allowance for each employee. possible "flagship" status may require to be larger entity increased co-ordination necessary loss of identity increased central co-ordination necessary some economy of scale loss of participant-friendly scale loss of neighbourhood voice decreased accountability

35

Options 1 and 5 appear the most viable in terms of the relationship between adult and child and neighbourhood. The consultant feels that options 2,3,4 and 6 may result in a loss of the organic nature of the project. Local residents require a space within which to come "up to speed". The consultant feels that the repercussions of some aspects of mainstreaming could easily destroy the progress made by this carefully constructed project. Until the serious problems of the neighbourhood are addressed, the outstanding gains of CASPr will continue to be fragile. At the same time, the direct objective of the CASPr project is to deliver to children the opportunities they require in order to take advantage of changing economic circumstances. The project needs to consider whether any funding should be based on the premise that enabling children's development is the fundamental objective. Further, the project recognises the important function of consolidation of the schoolhome relationship. Particularly with regard to the development of the locality, the latter could be regarded as the central organising principle of the project. (see diagram, page -) The advantage of maintaining a mixed funding profile is evident not only from the point of view of the project but also from that of Partnerships at community level. It is advantageous for agencies to collaborate on projects of mutual advantage and which takes them closer to residents in localities. CASPr has achieved this at the formal and informal level. In developing the project however, the need for action across a wider age range and area means consolidating links and formulating joint action. The schools sector is crucial in mobilising projects of a larger scale. The consultant recommends that the project form a working party with local education representatives with the objective of larger mainstream provision carried out in partnership. A purchaser-provider relationship may prove the most effective means of financing and operationalising after-school projects. The objective is to maintain an education function, which is organically closer to neighbourhoods than would normally be possible, by extending current school-based education provision. The funding profile would therefore look rather different. • Central Government: Education funding would play a major part in providing finance for the after-schools function19. Measures for women and children from the Dept of Justice funding would support the adult training function, women's equality and childcare aspects of the project. • Local Government: At the local level, Dublin Corporation should extend its contribution in terms of both resources and cash funds. The Corporation should seek to take over the SVDP contribution and provide more suitable premises • Community and Voluntary: At community grass-roots level, the project needs to maintain its links with charities such as SVDP and local benefactors to maintain funds which allows the project added scope and flexibility. Additional cash from the Drugs Task Force is useful in that it targets preventive measures at neighbourhood level. (This requires a little focus in terms of expected outcomes however.) In total, this would offer a tripartite partnership structure between central Government, Local Government and the Community at neighbourhood level. 19

Regardless of the origin of the funding. Dept of Justice may provide funds for education functions.

36

How would this structure look? The diagram below shows the structure of funding appropriate to the objectives and approach of CASPr, taking into account recently developed (but not yet operationalised) measures.

Figure 4:

Possible tripartite funding structure for CASPr

local CASPr Drugs Task Force: Prevention

Dublin Corporation local facilities&small grants Dept. Social Community and Family Afairs: Creche provision

Health Board Child Protection; Mental health Dept of Education National after-school initiative Dept of Justice, Equality and Law Reform 1. Community Based Child Care 2. Staffing 3. National after school Initiative

. The diagram above shows central funding as underpinning the structure and providing core funding for labour and the major part of activities. Regional and local funding appears as the secondary funding which allows the project to mobilise and apply the core funding. For example the Corporation could be providing or underpinning all local premises whilst central Government pays the labour costs. Finally, CASPr retains its own funding to give it flexibility, manoeuvrability and maintain a financial relationship with localities that it serves. It is necessary to take into account the physical resources supplied Dublin Corporation - a vital part of the project. The average rent (per square metre) for physical space should be incorporated into the program budget, so allocating a cash equivalent for "gifted" resources. It is recommended that the CASPr project seek to order its funding in the above pattern, creating a structure with a solid base of central funding which intersects with funding allocated at a regional and local level.

37

SECTION 6:

The Child Protection Function

6.0 Child Protection and CASPr The question of Child Protection is fundamental to any community project dealing with children. In the case of CASPr, the locality within which it operates is subject to considerable disadvantage in terms of poor accommodation, unemployment, drug use and so on. The incidence of children at risk is therefore likely to be relatively high. In addition, the children clients of CASPr are at a particularly vulnerable age and the project therefore must seriously address protection matters, evolving systems to ensure: • • •

the safety and welfare of children in its care the protection of children who appear to suffer from physical and emotional abuse the correct reporting of any matters relating to suspected abuse or non-accidental injury

6.1 Legislation and guidelines Legislation, including the Child Care Act 1991, the Domestic Violence Act 1996 and the Protections for Persons Reporting Child Abuse Act, 1998 is relevant for this function. New guidelines published by the Department of Health and Children20. In general, guidelines stress the welfare of the child as of paramount importance. At the same time, it is considered that early action is often the best way to protect children (and to enable a family to stay together). CASPr has an opportunity to work with children at an early stage and is therefore in a position to take early action. The principles of child protection, which are important for CASPr, are summarised below. 1. The welfare of the child is of paramount importance 2. A balance must be struck between protecting children and respecting the rights of the parents, carers, and families. Where there is conflict the child comes first 3. Children have a right to be heard, listened to and taken seriously. 4. Intervention and support should be available to promote the welfare of the child and family 5. Parents and carers have a right to respect 6. Actions taken to protect the child should not be abusive or cause distress. Every action should consider the overall needs of the child 7. Intervention should not deal with the child in isolation. The child must be seen in a family setting. 8. Agencies taking protective action should consider gender, age, developmentstage, religion, culture and race. 9. Effective protection requires a co-ordinated multidisciplinary approach and effective inter-agency management. All organisations …. must work cooperatively in the best interests of children and families. 10. In practice, effective child protection requires compulsory training and clarity of responsibilities

20

Dept of Health and Children, Children First: National Guidelines for the Protection and Welfare of Children, Dublin, Sept. 1999

38

Where CASPr is involved in support work for both children in the after school project, it works with two sets of clients. Yet the primary project user is the child. Where there is conflict between the rights of children and parents, however, children and child protection come first. Protection and Welfare of the Child21 states that: All information regarding concern or assessment of child abuse should be shared on a "need to know" basis in the interests of the child. No undertakings regarding secrecy can be given. Those working with children should make these clear to all parties involved whilst at the same time explaining rules and boundaries. The onus is on all organisations and agencies dealing with children to work according to these guidelines. In particular, the necessity of inter-agency working is continuously stressed. CASPr has already established effective working links with social workers and others working with children such that preventative work and early intervention at the level of the family can take place. Additionally, the Health Board secondment of the Community Liaison Officer has ensured the presence of professional expertise within the organisation 6.2 Procedures and Practice Adult participants working as employees with CASPr are first made aware of child protection responsibilities through the in-house education programme. Thereafter, during project work, systems are in place to ensure formal reporting of suspected child abuse. All workers must conform to line management reporting principles. An adult supervisor will report to her supervisor who will take the matter up through the co-ordinators office. The Community Liaison Officer is responsible for alerting teachers, social workers and the Garda Siochana. Although few cases have so far arisen, there is enough evidence to indicate that training and operational practices are satisfactory. For example, in a case of suspected sexual abuse, suspicion arose due to graphic sexual drawings produced by a refugee child. An investigation was mounted and enquiries made involving teachers and social workers. Enquiries were conducted with discretion and sensitivity. In this case, it was clear that living in overcrowded hostel accommodation was the probable cause of the drawings and sexual abuse was considered unlikely. The problem was resolved in that the family was found accommodation elsewhere. As a result, the child's school changed and the child was, in any case, forced to withdraw from the project. The case indicates that in the course of the enquiry, all possible steps were taken to ensure the safety of the child and to minimise stress for the family. The project was also concerned to take into account any social, economic or cultural factors that may have had an influence. Observation revealed that adult participants are extremely conscious of the children in the project. In one observed case, a distressed child received immediately attention. That is, members of staff were aware of the difference between "acting out" and the child's genuine difficulty. In another case (on a different site) observation and 21

Dept of Health and Children, Children First: National Guidelines for the Protection and Welfare of Children, Dublin, Sept. 1999 (pp55, Section 8.3, Confidentiality and Anonymity)

39

discussion revealed that staff members were aware of particular children with additional or special needs. As a result, discreet observation was intensified. Finally it is necessary to draw attention to the role of the CASPr project in providing a preventive service. The service to both child and parent is one inherent value in extending child support mechanisms within localities. (After-school projects are specifically mentioned22 in section 7.3.4 of "Children First"). Social workers can if necessary access the CASPr project and vice versa. In a situation where there continues to be mistrust between residents in disadvantaged communities, the CASPr Health Broad relationship can help to break down such barriers. It is recommended that the relationship between the Health Board and CASPr be maintained and intensified. Visits by social workers to after-school sites should be encouraged. It would also be useful for adult participants to learn about social work roles and responsibilities. Exchange visit possibilities could therefore be usefully examined. This examination points to the necessity of maintaining and enhancing child protection measures as the scale of the project increases. In the conditions pertaining to the neighbourhoods involved in the after schools project, the psychological health of children forms the basis for their further development. In the process, the awareness and reflection of adult participants is a key element in education transmission to children. It is recommended that the Health Board secondment be maintained and extended and that the counselling and personal support function be intensified. Further, that the Health Board secondment has formal responsibility for provision of child protection education in conjunction with the Tutor Manager.

22

Dept of Health and Children, Children First: National Guidelines for the Protection and Welfare of Children, Dublin, Sept. 1999

40

SECTION 7:

Options for development

7.0 Basic elements This concluding section is devoted to future development of the CASPr project in whatever financial structure and to the viability of the model for use elsewhere. The consultant would like to draw attention once more to the organic nature of the project neighbourhood's relationship. This key aspect of the project is of too much value to subject to any compromise in structure or funding. In the opinion of the consultant, it is this aspect that can make or break the project. I refer here to other reviews conducted by the author where this relationship has either been "grafted on" to neighbourhoods or which founder upon existing fragmentation within communities23. Before going on to locate the various possibilities, it is necessary to know exactly what has to be in place for the success of projects such as CASPr. The following has been instrumental in CASPr success. • •

• •

• • • • • • •

The community of neighbourhoods, although subject to social and economic disadvantage has retained a strong sense of self This community has a well-developed community structure which has not only helped to provide services but to provide a reflective view of the history of the area. The community has within and outside of its boundaries, a number of community activists with a strong sense of altruism and considerable determination The CASPr Project founders have "staying power" and cope well with the frustrations, setbacks and rejections involved in maintaining a complex, grantaided project. CASPr co-ordination staff have strong leadership skills combine with personal charisma The CASPr Project staff have strong links with local people, politicians, opinion leaders and agencies which have been maintained throughout a lengthy period The CASPr Project has maintained a focus on its original aims and objectives and has avoided side-tracking which the securing of funding often entails The CASPr project has utilised funding in a flexible but transparent manner. The CASPr project has high expectations of its adult participants, which are rewarded in practice The CASPr Project maintains a supportive and flexible attitude to adult participants in which neighbourhood residents can feel safe The CASPr Project sees the child as of paramount importance in the project process.

What are the implications for this and other projects? Launching and maintaining projects is a difficult task and depends on a certain pre-existing "chemistry" in the locality. The locality or neighbourhood needs to both need and want the project and its residents need to have trust in the project staff. Personal qualities of staff and management members such as community sensibilities, outgoing nature, listening 23

Survey of adult education needs in a South Dublin estate; Review of after-schools project designed for uptake of school refusers. Virtual Image 1999.

41

skills and proactive outlook are as necessary as the strength of the links they have to forge to make the project a success. Good staff appointments are therefore vital.

7.1 Development The possibilities for CASPr are to some extent bound by the constraints of funding which is itself subject to considerable change. Nevertheless, the extension of after school systems in general appears inevitable. There is also considerable pressure in the neighbourhood for additional after school sites serving a larger range of classes and a wider area of schools. But extending the after school network may result in compromising the relationship which exists between management, co-ordination and support functions and adult participation. Has the project reached a critical mass after which diminishing returns become apparent? In the opinion of the consultant, the management and co-ordination function is in danger of becoming stretched if there is an increase in the number of sites. In addition, the introduction of new sites will almost certainly place the democratic nature of adult participation under threat. It is recommended that CASPr review its management and co-ordination procedures using a best case/worst case method. This could entail necessary streamlining of participation levels, which would necessitate a reduction in mass democracy with a concomitant increase in representational democracy. That is, the organisation needs to assess the impact of changes in the way that people get together, having due regard to confidence levels, the need to learn from each other and the vital necessity of discussion of critical incidents. This could be compensated for, through adjustments to the training schedule and the use of practical examples from the project during adult education. Figure 5

"base to apex" lines of communication in the CASPr project

Board

Co-ord

Parents

S1 S2 S3

Adults

Adults

Children

Adults

Children

Chlidren

42

Allowing for the necessary apex to base communications which are present but not fully included above, lines of communication are fundamentally sound in that they allow a great deal of passage of information. Communication between parents and participant adults are seen to be functioning well at the operational level. That is, there appears to be a good rapport between adult participants, supervisors and parents on behalf of the children in the project. At the policy level however, children and parents have little communication with co-ordination and management functions. This is not to be seen as any error within the project however. It is rather a reflection of the general socio-economic factors pertaining to the neighbourhood and of general culture. In order to participate fully, parents and children must be given the necessary space to develop their capacity for intervention. For example, the current level of interest is reflected by adult project participation. The locality residents have already begun to select themselves for participation and are working within CASPr. The remaining parents are utilising CASPr as locality service provision and are at the passive stage of "availing" rather than the active stage of "involvement". How can parents be encouraged to take an active role in the community management of CASPr? Is there an opportunity to enhancing the role of the adult participants such that training and development prepares them for activism at community level beyond the sphere of CASPr? That is, can the development of participants result in input into the level of voluntary community activism? This demands a personal transition from adult participants, just at the time when they may be preparing to leave for full time jobs. Research elsewhere suggests that the level of voluntary activity in Irish society is falling. In 1990, European research24 indicated voluntary activity was high compared to other EU states but recent information suggests that this level has been adversely affected by social and economic change - particularly by female take-up of opportunities presented by an "improved" labour market25. As a result, the tendency of community activism is spread "thinly", the same activists fulfilling several diverse functions across a range of local (and non-local) organisations. Community activists: • often have full time jobs in the community sector • work longer than average hours beyond their job descriptions • are in demand, "courted" by organisations in the network due to their experience In consequence, the development of a layer of community professionals substitutes for participation at a general level and in some ways builds a barrier to the involvement of ordinary citizens26. It is a case of positive attributes resulting in unintended negative effects. It is inevitable that citizens may feel excluded by professionals. Professionals appear as people who deal with familiar issues in a "polished manner". Thus the integration of ordinary citizens into committee structures and work at the policy level demands demonstration of relevance, encouragement, education, training and considerable initial persuasion. A staged entry to committee life may be necessary so that familiarisation and training can take place. The consultant recommends the formation of a Parents Advisory Group in which adult participants work with other interested parents to enhance the project. The 24

Chanan, G. Out of the Shadows, European Foundation, Dublin 1992 Shanks, C., Access Denied?: Low income access to credit, Credit and Debt Policy Group, Dublin, 1997 26 Due to taken-for-granted values, language and organisation 25

43

group input might be transmitted through a representative to the Management committee for example. Such representatives can in time become full members of the Management Board. 7.2 Training for Transformation Demonstration of relevance can be achieved through various methods. The consultant recommends that a Training for Transformation programme be introduced in addition to existing courses. This course targets community activists with the aim of integrating experience into a political framework where objective social and economic circumstances are highlighted and acknowledged. Participants are encouraged to understand the dynamics of economic processes and their own place within an advanced industrial society. Through consciousness raising, community activists are better placed to interface with economic conditions and to take a position that minimises (misplaced or inappropriate) personal responsibility for poverty, inequality and exclusion. The multiplier effect ensures the community transmission of new and more positive values in relation to social change. Participants become less passive, more perceptive. They are enabled to take a positive, reflective approach to their lives. Available courses can be arranged for participants or be carried out at a local level in conjunction with other organisations.

7.3 Child and parent representation CASPr has made useful attempts to provide democracy and transparency, but may need to more fully integrate children and parents into the process. The diagram below charts a method of carrying this out which aims to bring "client" participants into the process in a gradual way. I have also introduced a children forum and children advocate at this point. Although this may be considered innovative I feel that this is a logical development of children rights - particularly where CASPr children participants are getting older. In this model, the adult participants help to encourage parent representation. Since many are also parents with children in CASPr I feel this is a realistic option. Parents should be encouraged to claim a permanent space on the Board, reserved for parents. At the same time, children are encouraged to meet across projects (perhaps on a "Children's Dáil" manner, allowing for maturity. The point is that it should be fun whilst they learn about discussion and being assertive. The children need to feel that this is for them and that they have a real say. A parent from the Parents Advisory Group might chair the get-togethers and transmit any anxieties, worries or grievances. In the event of any occasion where any child feels that they are subject to discrimination, they could have recourse to an independent advocate who has direct access to the Board. Management or Supervision staff. This may cause concern to some staff, but this is an issue which can be fully explored in development, training or in Training for Transformation sessions if mounted. This action would constitute an advance in children rights, which must logically follow from developments in national equality issues. Recent revisions in attitudes to children and the recognition of episodes of poor treatment in childcare demand protective structures to be put in place. Yet in development of child provision, the voice of the child can still be ignored or become lost. The consultant feels that the CASPr project is in a position to lead developments in this area. Independent

44

advocacy could and should be provided through Dept of Justice or Health Board funding but at the same time such a service should remain independent. It is recommended that CASPr consult with youth organisations such as Foroige to implement a children rights pilot scheme. Figure 6: children

Possible structure to increase participation by parents and

Parents Representation

Board

Co-ord

Management

S

S

S

TFT

Supervisors Parent Advisory Group

Ind. Advocate Adults

Children

Adults Adults

Children

Children

YP Forum,

7.4 CASPr organisation Earlier in this report, attention was drawn to the need for an additional post devoted to finance. The current CASPr organisation performs well in this area due to the services and expertise of a volunteer treasurer. Particularly in view of the increase in size of the organisation, this voluntary assistance needs to be "mainstreamed" into the overall staff structure. Other developments will require an enhanced structure. In particular the introduction of a youth club to cater for those after school participants who are now more mature and may desire a different environment. This aspect of CASPr work requires professional input at the development stage in order to avoid the pitfalls of education-orientated youth work. In the consultant's view, youth work tends to be structured according to adult aspiration. That is, work is primarily ordered according to an adult "world view". This is not to denigrate well intentioned youth work carried out by committed professionals, but to emphasise that in many cases, projects are adult-led with little space allowed for young people to influence activities and direction. The development calls for the appointment of a professional worker who will work in collaboration with young people in the enabling of: • • • •

design of premises decoration of premises primary and secondary activities democratic structures 45

Naturally, this depends on the age and maturity of the young people involved. Yet the sensibilities of the worker will be critical. A good worker needs to "give up power" and trust the abilities of young people to carry through successful project work. The CASPr Project needs to avoid the "table tennis" syndrome, typical of youth clubs across Ireland and the UK27. EU experience suggests that suitable models can be found elsewhere (Portugal, Belgium). Closer to home, the Northern Ireland Voluntary Trust unattached youth programme28 offers invaluable experience in this regard. The consultant recommends the development of youth services utilising the experience of successful youth-led projects. The overall structure of CASPr could be developed as follows:

Figure 7:

Changes in CASPr staff structure

Co-ordinator

Accountant

Administrator

Tutor Manager

Supervisors

Contract Trainers

Community Liaison

Youth Development Officer

Adult Particpants (after schools sites)

Existing Posts New Posts Contract or secondments

Lines of communication and supervision are necessarily more diffuse than is represented here. That is, the organisation is less hierarchical and is hence a little "flatter" than the diagram suggests. However it is necessary to locate the accountant in a slightly more "remote" position in order to give the staff member space to accomplish tasks. The accountant however should be involved in the financial training 27 28

Shanks K., Roadworks: a review of mobile youth projects, Playbus Association, Bristol, 1991 Shanks K., and Galli da Bino, C., Equal to the Future, NIVT, Belfast, 1996

46

of supervisors and adult participants. Similarly, the youth development officer needs space to develop the youth project. Naturally, adjustments would have to be made to the participation structure when a youth project comes "on stream".

47

Appendix "A": Executive Summary (i)

The report begins by summarising various aspects of the CASPr Project. It describes CASPr as an ambitious project that has built a large multi function project from voluntary beginnings. CASPr began as a voluntary project and grew to a professional EU funded programme. Then report emphasises the goodness of fit between the project and the area that it serves. The report also outlines the problems currently affecting the CASPr Project. These problems derive from accommodation difficulties, problems around funding and funding arrangements and aspects of development

(ii) The report describes the locality in which CASPr operates. The area is one with a history of social disadvantage and which is presently subject to economic and social change deriving in part from encroachment of Docklands development and some "bourgeousification" caused by a movement of professionals back to the inner city. The area continues to exhibit significant social problems of poverty, unemployment, early school leaving, high incidence of lone parent families and drug abuse. The environment is poor and is marked by housing stock in need of repair. At the same time, much of the area is socially homogenous, typified by a sense of belonging. The report comments on the draft action plan for the localities and considers that the CASPr project is soundly based in an area much in need of provision. (iii)

The report describes the opportunities and constraints of the evaluation research. The report considers that an effective demonstration of CASPr outmodes requires a longitudinal programme for which this research could provide the starting point. The report lays out the interview structure for the evaluation whilst commenting that observation is a key method for evaluating child projects. The report acknowledges the limitations given the time period but stresses that valuable insight can be achieved at this stage. The report considers that the CASPr Project managed to convey the full extent of its operation during the research period.

(iv) The report outlines the history of CASPr from its origination as a voluntary project through development to a fully funded (multi-funded) project administering a large CE sponsored scheme. It describes the project as ambitious in the manner, which brings local adults, some of who have learning difficulties, together with local children. The report describes the project as one that cuts against the rubric of community work by contemporaneously engaging with two client groups in pursuit of a series of objectives relating to the localities in which it works. The project is regarded as one, which places a high degree of confidence in the abilities of ordinary people to resolve problems. Through this approach it believes that it can operate as a model, which will play a part in redeveloping localities and serve as an example for attracting inward investment. (v)

The report describes the operational practice of the CASPr project describing the relationship between the three after school projects and the training and supervision of the CE workers in the project. The report draws attention to the training and development of adults which supports the work of the after school

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projects and to the support structures which accompany these activities. The report stresses the need for support structures for those undergoing a process of personal change, which may feel pressured or stressful. (vi) The report describes the work of the adults in supervising children, from meeting and pick-up at school through to leisure activities that follow core homework sessions. It describes the "feel" of the projects as warm and hospitable in an atmosphere conducive to learning. (vii)

The report examines the statistical base of CASPr operations and suggests that these be supplemented by a focus on area statistics that chart the possible effects at locality level. The report suggests a program planning approach to evaluation and gives examples of the analytical method necessary.

(viii) The report examines the project using the consumer model of access, choice, voice and accountability. It designates children, adult participants and parents as the consumers or "clients" of the CASPr project. The report stresses that the project seeks to retain participants over a three-year period such that education and training will be effective. As such, places are limited. The report finds that given the child care responsibilities of the project, recruitment procedures are necessarily restrictive but do not exclude residents of the localities involved. The report notes the way in which those with children are not excluded from participation. Parents whom are in the project may bring their children to the sessions. The introduction of a crèche will solidify this effective arrangement. (ix) The report notes that the project is predominantly female but suggests that men may self-exclude from what they may regard as a woman's profession. Further, that joining a predominantly female project may be off-putting or even frightening for men. The report stresses that the CASPr Project may need to consider this matter further, in order to determine the desirable gender make-up of the project (x)

The report comments that parents exhibit high satisfaction with the project. Further that improved access to schools and education and an improved home school relationship were positive outcomes of the project. The report notes that although children entry to the project is technically "closed" (restricted to their school class), that children are under no pressure to participate. Attendance is a meatier for negotiation between parent and child.

(xi) The report examines access to buildings and finds that a warm, inviting atmosphere typifies all premises. The report finds that the interior and exterior of one project site could be improved to the benefit of adults and children. The report observes the sharing problems on one Dublin Corporation site and acknowledges the role of the Corporation in addressing these difficulties. The report identifies circulation space as an area for improvement in this building. The report identifies signage as an area through which improvements in access could be made for local people. The report identifies lack of disability access as a problem area. The disabled may select out on the basis of knowledge of

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limited access. The report otherwise identifies the training and development space as excellent and the location and "reachability" of all sites as very good. (xii)

The report examines the opportunities to voice opinions on the way in which the project is managed and on its future development. The report finds that every effort is made to encourage the voice of adult participants but that the growing sixes may necessitate Sonoma reorganisation. The report acknowledges the growth in self-confidence and suggests that this positive outcome brings with it internal criticism. It is suggested that there is a requirement for supervisors and adult participants to develop increased awareness of the role of the "centre". Co-ordination responsibilities must be acknowledged and criticism integrated in a positive manner.

(xiii) The report suggests that the voice of parents is a little weak but acknowledges the difficulties that this presents for any community organisation. It is also suggested that although the voice of the child is encouraged in terms of activities and although children display high satisfaction with the project, that this area could be improved in terms of the development of children assertiveness. The report comments that children's rights is a question that should be addressed by all community projects working with young people and considers that the CASPr project is in a position to offer leadership in this area. (xiv)

The report reviews accountability in terms of grant givers, parents, adult participants and children. It notes that the accountability structures are very good, given current circumstances. The report offers suggestions to improve accountability in relation to children.

(xv) The report examines monitoring and assessment and suggests that the project introduces a basic assessment scheme which monitors children's improvements. The report suggests that although this places extra pressure on adult participants that this exercise is extremely valuable for all concerned. In particular, it could usefully form part of adult training. A system is suggested in an appendix to the report. (xvi)

The report examines the finance question in relation to the CASPr operation. It finds that CASPr has approached this function in a very effective and transparent manner despite difficulties that are common to the community sector. These difficulties such as restrictions on within-budget expenditure and late payments have been dealt with in a flexible manner. Difficulty in finding funding for physical resources such as equipment, learning aids and consumables have generally been resolved through private fund raising and the CASPr project should be commended for its voluntary efforts. The report suggests that this outcome of a valuable relationship with the locality should be retained. The report nevertheless suggests that a locality meeting should be called in order to intervene and rectify restrictive aspects of grant funding at government level.

(xvii) The report examines the question of mixed and single agency funding and suggests that a mixed funding profile offer some protection from funding

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cuts. It suggests that CASPr should retain a mixed funding profile whilst solidifying core funding. The report recommends the appointment of a community accountant with fund raising responsibilities. (xviii) The report examines recent statements from the Department of Justice in relation to childcare "packages". The report recommends that the CASPr project looks carefully at proposals with a view to securing funds either on its own behalf or though partnership with education bodies such as schools. (xix)

The report analyses the activities and generic functions undertaken by CASPr and suggests that the most appropriate funding sources are those of the Department of Justice, Equality and Law Reform and the Department of Education. The report suggests however that a tripartite basis of funding would be appropriate for the CASPr organisation. That is, a combination of funding from Central Government, local Government and the Community itself structured by partnership and purchaser-provider relationships.

(xx) The report examines options for mainstreaming but expresses anxiety concerning community choice, voice and accountability. The report suggests options for development that retain the independence and organic link with the community, which have contributed to CASPr success. (xxi)

The report looks at Child Protection function and specifies CASPr responsibilities under current legislation. The report identifies areas of good operational practice, which confirm that training, experience and procedures are working well. Observation reveals that members of staff have excellent sensibilities in this regard and the few cases that have emerged have been dealt with in a professional and sensitive manner. The report nevertheless suggests that this function should be maintained and intensified. It notes the vital role of the Health Board secondment (community liaison) and recommends that this staff resource should be retained.

(xxii) The report identifies those aspects of CASPr, which have been essential to its successful operation, prior to offering suggestions for development. The report examines aspect of co-ordination and communication and suggests the introduction of a Parents Advisory Group who would elect representatives on to the Management Board. It is further suggested that efforts be made to include the children in the democratic aspects of the project through discussion and role-play. The report suggests that a parent could be involved in such sessions. (xxiii) The report addresses the question of children grievances (although it notes that there have been none to date. It suggests that this pre-emptive measure of introducing independent children advocacy would be a good model and demonstration of good practice for other projects to emulate. The report notes that staff might find this threatening and suggests that a "training for transformation" course might be mounted as a consciousness raising exercise. (xxiv) The report agrees with the strategy of introducing a youth club to retain the "cohort" of existing children. The report recommends the introduction of a

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youth development officer who would address the question of a youth-led project. The report asks for a youth approach that privileges the world-view of the young person rather than that of adults.

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Appendix "B":

Summary of recommendations

a. The CASPr project is examining the way in which participants and supervisors can be included in management decision-making. It is recommended that this process should be intensified. b. It is recommended that CASPr investigates means of improving the involvement of children such that the level of children accountability is improved. c. It is recommended that CASPr review all data and information collection to maximise self-knowledge and overall awareness. d. It is recommended that information and data work should be integrated into adult training. e. It is recommended that there be an introduction of a children assessment scheme designed and implemented by the CASPr project, utilising its aims and objectives and reflecting its principles and ethos. An example is attached as appendix. f. It is recommended that CASPr, in conjunction with community organisations in the locality, asks for meetings at government level in order to raise the problem of restrictions within grant funding. In conjunction with similar organisations, CASPr should seek to rectify this matter across the range of fund-givers. g. The appointment of a full time accounts post is recommended to fulfil a range of responsibilities as follows: • • • • • • • • •

maintain the bookkeeping function prepare accounts for official audits carry out financial reviews create systems for fund-raising in liaison with the management committee. seek out new sources of funding make grant funding applications maintain liaison with grant giving agencies prepare regular reports for fund giving agencies ensure achieved grants have compatibility with CASPr aims and objectives

h. It is recommended that the project form a working party with local education representatives with the objective of larger mainstream provision carried out in partnership. A purchaser-provider relationship may prove the most effective means of financing and operationalising after-school projects. The objective is to maintain an education function, which is organically closer to neighbourhoods than would normally be possible, by extending current school-based education provision.

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i. It is recommended that the CASPr project seek to order its funding in a tripartite manner, creating a structure with a solid base of central funding which intersects with funding allocated at a regional and local level. Direct fund raising should be retained. j. It is recommended that the relationship between the Health Board and CASPr be maintained and intensified. Visits by social workers to after-school sites should also be encouraged. It would also be useful for adult participants to learn about social work roles and responsibilities. Exchange visit possibilities could therefore be usefully examined. k. It is recommended that the Health Board secondment be maintained and extended and that the counselling and personal support function be intensified. Further, that the Health Board secondment has formal responsibility for provision of child protection education in conjunction with the Tutor Manager. l. It is recommended that CASPr review its management and co-ordination procedures using a best case/worst case method. This could entail necessary streamlining of participation levels. m. The formation of a Parents Advisory Group is recommended, in which adult participants work with other interested parents to enhance the project. The group input might be transmitted through a representative to the Management committee for example. Such representatives can in time become full members of the Management Board. n. It is recommended that CASPr consult with youth organisations such as Foroige to implement a children rights pilot scheme. o. It is recommended that CASPr implement the development of youth services utilising the experience of successful youth-led projects. p. It is recommended that a Training for Transformation programme be introduced in addition to existing courses. This course targets community activists.

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Appendix "C"

Eliciting the voice of the child

In the CASPr initiative, relevant child involvement practice can cover the following areas29 that recent research and development suggests that this is an area that should also apply to schools in general. Naturally, the 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 professionals have offices, telephones faxes, jargon, shorthand, 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 way30". In this way CASPr can provide a function that complements, extends and solidifies the work of the school. Thus children need to be involved in: • • • • •

decision making about the after-school projects (sites) generally participation in the learning processes through "CASPr participant" styles which encourage active learning the assessment of individual progress, targets and achievements, strengths and weaknesses the assessment of special educational needs, etc choices concerning activities

Resources can include the following A: • • • • B: •

• • • •

Questionnaires about "Me and my work": What work do I do at the school? (CASPr What situations do I face at the school? (CASPr) What kind of help do I need? (CASPr) What kind of support do I need (CASPr) Checklist for workers are children involved in ….
assessment procedures?
learning materials and aids?
project development?
general project life?
evaluation procedures? 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 CASPr workers' roles?

29

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) 30

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Appendix "D" ACTIVITY

Programme Planning sheet: example figures hypothetical CHILD PROTECTION

Legislation

Acts: Child Care Act 1991,Domestic Violence Act 1996 Protections for Persons Reporting Child Abuse Act, 1998 Guidelines: National Guidelines for the Protection and Welfare of Children, Dublin, Sept. 1999

Related activities

Training, child supervision

Description

This activity is mobilised through training and supervision. Staff members attend initial and ongoing education classes and specialist seminars. Project activity is monitored to identify any children showing signs of physical or emotional abuse. Cases are referred to co-ordinator and Community Liaison Officer who liaise with appropriate agencies. No of case referred in year 99/00 is - 2

Perceived need

Resources

Area is one of social disadvantage, poverty, redevelopment, immigration. High incidence likely. Official statistics indicate that ….

Activity utilises general office resources Community Liaison Officer spends 1% of time on referred cases and 10% of time on training. Total: 11/100 fte Staff Training Hours: 10 hours per person per year Finance: 5% of overall budget Overall cost of activity: £12,000 (example)

Indicators

Continual assessment. Log entries. Case studies

Gaps in provision

Children's p.o.v. needs encouragement

Plans for development

Adoption of specialist criteria. Liaison with Health Board. Case conferences

Constraints

Confidentiality and information sharing

Opportunities

Opportunity to increase participant awareness of child problems in relation to particular social issues

Any other relevant factors

Few problems currently. Exogenous factors (drugs abuse, overcrowding) may increase incidence.

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APPENDIX "E" Towards an assessment system for children and young people in the CASPr project

EXAMPLE ONLY!

-2 •

•

Child is disruptive, with limited concentration and liable to be immediately distracted from the task in hand Child has low confidence and self esteem

-1

0

+1

+2

•

Child has limited concentration and has some problems completing tasks

•

Child shows potential, has ability to concentrate

•

Child shows marked improvement in ability to concentrate

•

Child is able to focus, able to concentrate on tasks without distraction

•

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

•

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

•

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

•

Child has enough confidence to challenge without disruption. Child has good self esteem

•

etc…..

The above example is only a guide. The CASPr project should develop its own indicators for appropriate assessment and anchor points. The anchor points are 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.

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