Grant monitoring form – End of Year / /
What’s this form for?
Use this form to describe what you’ve achieved through your grant. By your grant we mean the activities, services or facilities we are funding, as described in our original offer letter, together with any changes we’ve agreed with you since then.
Don’t use this form to inform us about changes to your contact, organisation, bank account or grant details. We expect you to discuss these changes with us before they happen and submit the relevant forms.
How to fill in this form
- Make sure you’ve saved this form to your own computer.
- You need to answer all the questions marked with an asterisk*.
Grant ID / 30114361
Organisation name / Positive Help
Grant name (& strand) / Positive Help - Children & Young People's (C&YP) Services
Grant year / Two
Reporting period / 01 April 2013 to 31 March 2015
Part one - Looking back
1.1 What progress have you made? *
Describe the main activities you’ve started, continued or finished during this reporting period.
In this section we require you to report on the following:
- Summary of key achievements
- Total beneficiary numbers
- Geographic information in relation to delivery
1.1.1 Please provide a summary of the key achievements related to this grant e.g.
What have you been doing, and the main activities you have undertaken. *
Since we received funding from the Big Fund (TSEIF) in June 2013 we have been able to grow our Befriending service and launch a new Study Buddies service (previously called The Homework Club) for C&YP affected by HIV and Hepatitis C (HCV). The specific activities and key achievements associated with this project are detailed below.
Recruitment and induction of two new workers- Once funding from Big Fund had been secured and job descriptions agreed, we were able to recruit both a Homework Club Coordinator and a Befriending Service Volunteer Coordinator. Both workers came with a great deal of relevant experience and were able to give these services the attention they needed.
Recruitment of a steering group- To ensure the efficacy of the Study Buddies service, we recruited a team of educational professionals and youth workers to advise us on various aspects of the service including the design of training for volunteers, designing evaluation forms and learning tools and structuring Study Buddies sessions.
Design of appropriate evaluation tools- Monitoring and evaluation are vital components of both services. Monitoring and evaluation tools were designed to capture information from our volunteers, the C&YP they see, parents and other professionals involved in the care of the C&YP. Over the last year these tools have been adapted and improved to ensure we are collecting the correct and targeted information to enable the coordinators to see where matches are working well and where any changes are required or additional input is needed.
Creation of a homework club room- We wanted to have a space available to Study Buddies volunteer mentors where they could work with the C&YP they were matched with. A room in our office was assigned to this purpose and it was decorated to make it a calm, welcoming and child-friendly space. This is used for Study Buddies sessions most days of the week and it is stocked with a wide range of educational resources.
Recruitment and training of volunteers- To deliver the level of activity we hoped to, we needed to recruit at least 30 new volunteers in the first year to deliver the 2 services. Therefore we held 2 volunteer intakes and through this recruited 35 new befriending and Study Buddies volunteers. Our recruitment schedule includes 3 volunteer intakes per year to ensure we have enough volunteers to match with C&YP who are referred to the service and to replace volunteers who retire. The roles have proved very popular for volunteers and most matches have remained stable and consistent. Each volunteer is interviewed; PVG checked and put through extensive training comprised of 12 modules including child protection and first aid training. There is a specific training session on encouraging academic development for Study Buddies volunteers.
Promotion of services to new agencies and in the community-Though our Befriending service was well established and ready to grow, our new Study Buddies service required extensive promotion to get it off the ground. Not all avenues of promotion were equally successful and we were met with resistance from other professionals who did not believe HIV or HCV could affect the C&YP they engaged with. Nonetheless the Homework Club Coordinator conducted a number of successful promotional activities, some of which are listed below.
- Promotion of the service to youth work agencies in deprived areas through arranging meetings with workers.
- Putting up posters in cafes, shops and libraries in deprived areas.
- Contacting GPs and health centres in deprived areas and getting permission to display posters and leaflets.
- Engaging with workers at agencies providing support to those affected by drug and alcohol abuse, domestic abuse and homelessness.
- Sending out information packs and arranging meetings with all primary and secondary schools in the deprived areas we were targeting.
Matching C&YP with a specific volunteer- C&YP interested in receiving either befriending or Study Buddies services are matched with a specific, dedicated volunteer. This matching is based on the learning needs, behaviour, personality and availability of the C/YP. Time and effort is invested in making the right match to increase chances of the C/YP engaging well with their mentor/ befriender.
Individual Study Buddies sessions- C&YP accessing the Study Buddies service receive a weekly session with their volunteer mentor. The mentor collects the C&YP from home and takes them to the Study Buddies room or a suitable space in a community venue (like a library). Each session focusses on the academic needs of the C&YP, finding engaging ways to help the C&YP better understand and complete their homework and grasp key concepts being covered in school.Often the mentor and C&YP will share a meal afterwards. This helps to develop a good bond and working relationship between the C&YP and mentor and can help to introduce the C&YP to good, healthy foods. Food poverty and poor nutrition is an issue for many of the families we see.
Over the last year regular weekly sessions have been completed which has resulted in increased confidence in the C&YP and improvements in their key skills. During holiday periods they have undertaken mini projects, or gone on outings which build on their knowledge, general confidence and wider learning. These have included trips to Edinburgh zoo, an owl sanctuary and the museums throughout Edinburgh. Following the outings further learning has been completed, such as looking up further information about the owls seen. This has increased engagement from the C&YP, and developed skills in self-directed learning.
Individual befriending sessions- each befriended C&YPis seen fortnightly. They are taken on engaging outings by their volunteer befriender. The outings give the C&YP a much needed break from chaotic home environments and are focussed on the development of life skills identified by the C&YP and/or parents.Some of these matches have been in place for almost three years which is a testament to the positive and enduring bond that can be created between the C&YP and volunteers. Our befriending volunteers have been encouraged to help the C&YP start a scrapbook or memory box for their outings. This has been progressing well and the children enjoy using them.
Over the last year evaluation feedback from parents has been very positive with many commenting on how well the befriending is going and how much it is appreciated by them. Parents tell us that they have noticed a difference in their C&YP because of the befriending service, particularly in terms of C&YP having positive role models. The good relationships that have developed between volunteers and the C&YP have enabled them to try out new things and learn new skills. Altogether this service has led to the C&YP feeling happier, gaining confidence and building up their self-esteem.
Meeting parents every 6 months- Both services are in regular contact with parents to help foster a good working relationship and ensure the smooth running of outings/ sessions. At the start of each match we conduct a baseline evaluation and we formally meet with parents every 6 months to conduct follow up evaluations.
Meeting volunteers every 6 weeks for support- Support is vital to sustain the motivation and focus of our volunteers. To aid this we have met each volunteer once every 6 weeks to offer them a formal support session and a chance to give detailed feedback. In addition to this volunteers are provided with ad-hoc support whenever needed and several have taken this up on a weekly basis.
Holding bi-monthly learning sessions for volunteers- As volunteers for both of our services work on their own with the C&YP they are matched with, it can be a lonely experience. To help volunteers see they are part of a wider team, and to help them learn from each other, we have been providing bi-monthly group sessions called learning sessions where volunteers receive additional training, discuss their outings and share learning they have gained. The group support sessions are going well and have been better attended in the second year since we started devoting half of each session to training.
We have found the combination of these sessions along with the six weekly one to one support has increased our retention of volunteers. Volunteers feel supported and valued which helps to ensure that they are supporting our C&YP to achieve and surpass their goals.
We have also been training and working with our volunteers on GIRFEC and using the SHANARRI Indicators for feedback and support and supervision. This has been important when we are working in partnership with Social Work and Education services and by using the SHANARRI indicators we can better communicate developmental needs and changes.
1.1.2Your total beneficiary numbers under one of the following categories: *
Strand One Grantholders:
The number of organisations you are actively supporting (this includes partner organisations and your member organisations);
a) in 2014-15 and b) since the beginning of your award
Strand Two Grantholders:
The number of families your project is actively supporting;
a) in 2014-15 and b) since the beginning of your award
or
The number of unique individuals your project is actively supporting
a) in 2014-15 and b) since the beginning of your award
We are a Strand Two project.
We have seen 35 children over both services between April 2014 and March 2015.
The homework club has supported 22C&YPsince it was launched and currently has 16 active matches. C&YP seen through this service are aged between 5 and 16.
38C&YP have been seen through the befriending service over the last two years and we have 20 C&YP in matches at the moment with 8 waiting to be matched with a volunteer. This service was already well established and ready to grow and as such did not have to overcome many of the issues faced by the Homework Club service.
9 C&YP people were seen by both services so in total we have seen 51 C&YP through our 2 children’s services between April 2013 and March 2015.
1.1.3Geographic information on where you are delivering your activities. *
Strand One Grantholders should describe the reach your TSEIF has achieved for the reporting period in question 2.3.
Strand Two Grantholders should list below each local authority area in which you are delivering activities.
Services are being delivered in the City of Edinburgh
1.2 How much change has happened? *
Explain what difference your key activities have made towards achieving each of your grant outcomes.
Your grant outcome one
Children and young people (C&YP) attending the befriending service are more confident and develop better social and coping skills.
Indicators / Progress to date
75% of C&YP self-report an increased ability to cope with difficult situations. / In year one73% of our C&YP were meeting this target and this has improved to 79% in the second year.
Feedback: Tammy (mother) discussed with the volunteer how well her daughter, Flo coped when Tammy had a heart attack. She waited on the ambulance coming and was a great help to the situation. She feels that this improvement in Flo’s resilience is due to the work she’s been doing with her befriender.
All C&YP receiving the befriending service will report that the befriending activities have helped them to develop a key life skill. / In year one 69% of our C&YP were meeting this target and this has improved to 95% in the second year.
Feedback: “I think she has benefitted in having someone-to-one time. Having some new experiencesand having protected time where she can fully express herself. I think she likes to have "girl time" as she has two brothers. I have noticed a change in her confidence and self-esteem. She is a lot happier to take on new challenges/activities without saying she "can't do it." She seems much more relaxed as we have gotten to know one another. She still has a little "panic" before leaving her mum, but copes so much better now. We have tried lots of different activities and she is very keen on ice skating as she gained so much confidence with just one session. We have also talked about starting a scrap book/memory book that she can keep something from our time together. It has been difficult at times with the parents as she changes meeting/drop off points quite often and also doesn't always give me much notice when I have to change days I see my befriendee. I am very happy with the match. Anna is a vibrant, funny, lovely girl. We have lots of fun and giggles together. I really look forward to meeting up with her every two weeks” – feedback from Nicola, Anna’s befriender.
Family members and other professionals involved in the care of befriended C&YP will report a positive change in the confidence, resilience or another key life skill. / In year one 61% of our C&YP were meeting this target and this has improved to 95% in the second year.
Feedback: when attending a Looked After Accommodated Children (LAAC) review for Bill, the coordinator received feedback from the foster father and teachers that the befriending service was a great help in his situation; offering stability and increasing his morale following the death of his mother and placement in foster care, helping him to cope in the very difficult situation.
If you’ve achieved more or less change than you planned, explain why you think this is.
The numbers of C&YP reporting change for this outcome were slightly less than expected for year one but the scale of change we saw with most families during this time was significant (please see case studies in Appendix 1). Change was more commonly reported for new matches where volunteers and their C&YP had been matched for a year or less. This is because we were able to invest a greater level of staff time and support in each new match- thanks to the support of the Big Fund.
Over the last two years several longstanding matches have been brought to a natural end, where the C&YP no longer needs the support provided through the befriending service. This has liberated capacity within the service, allowing new C&YP to be seen.
All new matches clearly establish the goals and development needs of the C&YP from the start, making it easier for volunteer befrienders to design outings to achieve these. As a result we were confident that as new matches continued to run,more C&YP would report achievement of the indicators associated with this outcome. This has proved to be the caseand the percentage of C&YP meeting these indicators has risen.
We currently have six very new matches which are not included in the figures above as these C&YP have not yet had their 6-month review point at which changes can be measured.
Your grant outcome two
Children and young people (C&YP) receiving our services will have an improved attitude to learning.
Indicators / Progress to date
C&YP report they enjoy / 'feel better' at school / In year one 78% of our C&YP were meeting this target and this has improved to 84% in the second year.
Feedback received: Marcus says he “loves school because he is the most popular Polish kid now and doesn’t get bullied at all” – a major problem at the beginning was the level of bullying because he was Polish and his English wasn’t very good. His English has dramatically improved following being matched with a Study Buddy mentor. We worked with the school to address the bullying issue.