assessment tools for youth work in cambridgeshire€¦ · assessment tools for youth work in...

CambridgeshireCounty Council

www.cambridgeshire.gov.uk

in Cambridgeshire

Assessment tools foryouth work

Revised 2007

1

These guidelines have been developed for use alongside the Youth

Work Curriculum in order to plan, monitor and assess the work

undertaken and to involve young people in that process.

The collection of management information and the identification

of learning outcomes continues to be an essential part of youth

work delivery and these resources have been developed in

response to field staff wishing to have a standard set of forms

across the County.

Many youth workers may already have established a

variety of approaches to plan, monitor and assess

the work they do and will wish to continue these

methods. While some flexibility in this is

encouraged, workers will need to ensure

that their current systems are able to

provide the information required

from each of the enclosed forms.

These resources include data

collection, planning, monitoring and

evaluation tools. There are also tools to

enable you and the young person to come

to an agreement on what stage the young

person has reached through their involvement in

your club or project.

Further information is provided on each template in the

index overleaf.

The assessment tools are constantly under review and include

ideas which have been developed locally. The forms have been

designed both to help youth workers to do good work and to

demonstrate the work the youth service does for our own

accountability. The forms are Standard County forms and should

be used in all aspects of the work.

Introduction

Assessment tools for youth work in Cambridgeshire

3


Index

Page Assessment Tool

4

6

7

8

10

11

14

16

17

18

Membership Form

Attendance Register

Session Register

Curriculum Planning Sheet

Session Planning Sheet

Data Collection and Evaluation Sheet

Young Peoples’ Programme Evaluation Sheet

Young Person’s Assessment Sheet

Young Person Record

Which step are you on?

Who’s in the driving seat?

Individual Contact Record

Detached Youth Work Report Form

Appendix 1

Appendix 2

Appendix 3

For use in collecting personal information on first contact with young people. This information will

be used to monitor gender, ethnicity, disability, target service delivery and provide an emergency

contact.

For health and safety purposes and collecting individual contact figures.

For health and safety purposes and collecting individual contact figures. To be used instead of

the Attendance Register where a sheet for each session is preferred

For use in planning long term activities.

For use in planning individual sessions

For the collection of total contact figures, curriculum planning and session evaluation by staff

and young people. This should be used for every youth work session.

For use with young people following a session or activity. Workers may wish to use a variety of

different methods to evaluate learning outcomes e.g. video, portfolio, youth achievement awards.

(To be used with the ‘Participation Model’)

For use in assessing individual progress made by young people during a set period.

This should be completed termly or at the end of the project period (whichever is the shorter)

with every young person.

For use in recording a young person’s achievement at a club/project session.

For use in identifying young people’s level of participation and involvement.

For use in assessing how `Young people focused’ the organisation and programme delivery is.

For use in mobile/drop-in sessions for the collection of total contact figures, monitoring gender,

ethnicity, disability and targeting service delivery where a membership form is inappropriate.

For the collection of total contact figures, curriculum planning and session evaluation.

This is should be used for every detached youth work session.

Definition of recording outcomes

Accreditation

The Tyler Snake

13

19

20

4

Membership Form - Front

Membership Form

For use in collecting personal information on first contact with young people. This information will be used to monitor gender,

ethnicity, Disability, target service delivery and provide an emergency contact.

All young people must have filled in this form to register as a participant on the ASPIRE system.

Youth WorkMembership Form

Cambridgeshire County CouncilOffice of Children and Young People’s Services

Origination Details - To be completed by Youth Worker

Club/Project:

Name:

Worker:

Relationship to you (Mother, Uncle etc):

Address:

Post Code:

Asian/Asian British - Bangladeshi

Asian/Asian British - Other

Black/Black British - Other

Mixed - White/Black African

White - Irish

Gypsy Heritage Traveller

Asian/Asian British - Indian

Black/Black British - African

Chinese

Mixed - White/Black Caribbean

White - Other

Romany Heritage Traveller

Home Telephone: Email:

Are you: Female Male

How would you describe yourself?

Asian/Asian British - Pakistani

Black/Black British -

White - British

Not Provided

Irish

Caribbean

Mixed - White/Asian

Heritage Traveller

Would you describe yourself as having a disability? Yes No

Are you planning to, or have you, stayed on in education after the age of 16? Yes No

In an emergency, who can we contact?

Telephone: Mobile:

Please list any other clubs

or groups you go to:

Are you already registered as a member on another youth work programme? Yes No

Any medical condition/information

we might need to know?

Signed: (young person) Date:

Signed: (parent/carer)* Date:

*To be signed by the parent or carer if the applicant is under 16 years of age

Please complete the Photograph/Video Permission Form overleaf

Any personal information provided on this form will be held on a computer or other filing system and may be shared with Connexions and

other similar youth organisations in accordance with the Data Protection Act 1988

Name: Date of birth:


5

Membership Form - Back

Use this photo/video permission form where a young person is enroling in a club or programme. For pieces of youth work that do not

use a membership form (i.e. detached work) use the stand alone photo/video permission form.

Photograph/Video Permission

Whilst young people are taking part in activities organised by our service we occasionally like

to record an event or activity by taking photographs or using a video camera. The images may

be used for reports, displays etc or even just as memories for the young people. We are aware

of the sensitivity surrounding this issue and therefore will not photograph/video any young

person without the consent of their parent/carer.

If you are happy for your son/daughter to be photographed/videotaped during the normal

course of an activity please complete the form below.

I am the parent/legal guardian of the child named overleaf and I give permission for my child

to be photographed or videotaped whilst in the care of the organisation named overleaf for

the following purposes (please tick all that apply)

Photo Albums

Displays

Reports/evaluation

Printed publications available to the public

The Youth Service Websites

Newspaper articles

For child protection reasons, children's names will not be given in any publication.

However if you are happy for their full name to appear in a News Paper article

please tick this box:

Parent’s signature (if under 16):

Date:

Thank you for your co-operation

If you wish to see the personal information held on file or if you wish to withdraw your permission to holding this

information at any time, please put this in writing to the Youth Worker in charge

who will pass this onto the manager responsible to action.

6

Attendance RegisterFor health and safety purposes and collecting individual contact figures.

Attendance Register

Yo

uth

Wo

rkA

tte

nd

an

ce

Re

gis

ter

Ca

mb

rid

ge

sh

ire

Co

un

tyC

ou

ncil

Off

ice

of

Ch

ild

ren

an

dYo

un

gP

eo

ple

’sS

erv

ice

s

Yo

uth

clu

b/p

roje

ct:

Mo

nth

:Ye

ar:

1 2 3 4 5 6 7 8 9 10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Me

mN

oN

am

eD

ate

of

Bir

thA

ge

Ne

wC

on

tact


7

Session RegisterFor health and safety purposes and collecting individual contact figures. To be used instead of the Attendance Register where a sheet

for each session is preferred

Session Register

Youth WorkSession Register


Club/Project:

Date:

Notes

STA

FF

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Full name Subs Time in Time out

How was this session ?

GoodNot soGood

Poor OK

8

Curriculum Planning Sheet

For use in planning long term programmes in six stages:

1) Identifying need, 2) Developing aims, 3) Identifying outcomes, 4) Identifying young people’s involvement,

5) Describing methods, 6) Developing monitoring and evaluation processes.

The sheet aims to give an overview of the programme – further sheets can be added if a more detailed approach is needed.

Curriculum Planning Sheet - Front

Youth WorkCurriculum Planning Sheet


Club/Project: Lead Worker:

Resource requirements:

Timescale for project/activity: Other Staff:

What is the need for this particular project/activity and how did you identify the need?

What is the aim of the project/activity?

How will young people be involved in planning this project/activity?

Learning Outcomes:(What will young people get out of

this project/activity?)

How will the project/activity be carried out? How will these be recognised

and/or accredited?

How will you evaluate the project/activity and measure its success?

Curriculum themes covered by this project/activity:

Use the reverse of this sheet to identify key curriculum topic areas anticipated in this work

Be healthy Stay safe Make a positive contribution Achieve economic well being

Enjoy and achieve: This a core principle running through all our work.


9

Curriculum Planning Sheet - Back

Be Healthy

Diet

Exercise

Personal

Development

Harm reduction/

risk taking

Healthy lifestyles

Mental health

Gender

Stay Safe

Personal safety

Young people

as victims

Race

Sexuality

Other forms of

Discrimination

Make a Positive

Contribution

Recognition,

exploration and

celebration of own

and other cultures

Political awareness

Local awareness

Disability

Physical and

personal

environment

Achieve Economic

Well being

Complementing

work within school

Authority and

independence

Accreditation

Training and

qualifications

Poverty

National

awareness

Global

awareness

Green issues

Rights and

responsibilities

Other relevant information:

Enjoy and Achieve

Enjoy and Achieve is a core principle running through all our work.

Every Child Matters Outcomes

10

Session Planning Sheet

Session Planning SheetFor use in planning individual sessions.

Youth WorkSession Planning Sheet


Club/Project: Lead worker:

One off session or No. of

Date of planned session: Other staff:

Primary aim of session:

Are there other (secondary) aims?

Who is this for? (who will take part in the activity? Include anticipated numbers)

What will young people learn? (Intended learning outcomes)

Identify links to any accredited programmes:

How will it be done?

Risk assessment undertaken : Yes No

What preparation will you need to do and what resources will be required?

How will you evaluate the session and identify opportunities for progression?

Relevance to ECM Curriculum Themes:



Youth WorkData Collection and Evaluation


Youth session: Staff present:

Day/Date/Time:

Now identify topic areas covered:

Challenging discrimination and prejudice:

Disability Sexual orientation Race Age Gender

Tick the appropriate box if you had to make a challenge on an issue of discrimination or prejudice

Did this require making an official report of the incident? Yes No



Be Healthy

Diet

Exercise

Personal

Development

Harm reduction/

risk taking

Healthy lifestyles

Mental health

Gender

Stay Safe

Personal safety

Young people

as victims

Race

Sexuality

Other forms of

Discrimination

Make a Positive

Contribution

Recognition,

exploration and

celebration of own

and other cultures

Political awareness

Local awareness

Disability

Physical and

personal

environment

Achieve Economic

Well being

Complementing

work within school

Authority and

independence

Accreditation

Training and

qualifications

Poverty

National

awareness

Global

awareness

Green issues

Rights and

responsibilities

Enjoy and Achieve

Enjoy and achieve This a core principle running through all our work.


11

Data Collection and Evaluation SheetFor the collection of total contact figures, curriculum planning and session evaluation by staff and young people.

The information should also be recorded on the ASPIRE system.

Data Collection & Evaluation Sheet - Front

12

Data Collection & Evaluation Sheet - Back

Other relevant information:

Achievement:

Detail:

Detail:

Detail:

Topic outcomes

Personal outcomes

Unexpected outcomes

Young Person’s evaluation of the session:

1 - Very dissatisfied 2 - 3 -Dissatisfied Satisfied 4 - Very satisfied

Satisfaction identified by: Assessment sheets Y/N Verbal feedback Y/N

Other (please specify):

Overall evaluation of session:

2 - Adequate1 - Inadequate

Reason for grade:

4 - Excellent/Outstanding3 - Good

New attendees:

M F

11 - 12

M F

13 - 19

M F

20+

M F

Under 11

Total attendees:(New and existing members)


13

Young Peoples' Programme Evaluation SheetFor use with young people following a session or activity. Workers may wish to use a variety of different methods to evaluate learning

outcomes e.g. video, portfolio, youth achievement awards.

Young Peoples’ Programme Evaluation Sheet

Young people’s programmeevaluation sheet

Club/Project:

Description of the activity:

Date:

What did you do?

Would you do it again? Yes No

What did you hope to get out of it?

What did you get out of it?

Did any relationships develop? E.g. With other young people, youth workers or people from other groups

Did you learn anything new?

Any criticisms or suggestions?

Any other useful information:

14

Young Person’s Assessment SheetFor use in assessing individual progress made by young people over a time when they attend a club or project. The front is completed

by the young person and the reverse by the youth worker. This should be completed termly or at the end of a project with every young

person and entered on the ASPIRE system.

Young Person’s Assessment Sheet - Front

What have you achieved?- Here are some ideas to get you started

Think about the things listed below and put a tick

in the star if the statement applies to you.

WHAT CAN YOU DO NOW?

Listened to others (1)

Been honest (1)

Been trustworthy (1)

Built relationships with others (2)

Spoke up for someone in public (2)

Showed initiative (3)

Made decisions to solve a problem (3)

Worked well on my own (3)

Been helpful (4)

Worked well under supervision (4)

Worked in a team (4)

Accepted that others can have different opinions and values to me (5)

Overcome my temper (6)

Been on time (6)

Quietened down (6)

Accepted criticism (6)

Showed consideration for others (6)

Been reliable (7)

Accepted praise (7)

Carried out instructions (8)

Increased my skills (9)

Helped plan and organise (10)

Increased my confidence (11)

I have...

Write here any other achievements you have had:

Signed: Date:


15

Young Person’s Assessment Sheet - Back

Young Person’s Assessment SheetFor further definitions on learning outcomes, please see Appendices 1 and 2.

Youth WorkYoung Person Assessment


Origination details - To be completed by Youth Worker

Club/project:

Name:

Worker:

Age:

Period covered: Date of previous assessment:

What has this young person got out of his/her time with the club/project during this period of assessment?

What has he/she achieved?

1. Communicating with others

2. Negotiating

3. Problem solving

4. Working in a group

5. Understand values and beliefs

6. Attitudinal skills

7. Self-awareness

8. Using information

9. Developing a skill

10. Planning and organising

11. Assessing own performance

Has your work with this young person resulted in them accessing any of the following: (please tick any that apply)

Education Support Training Community action Volunteering Employment

Qualifications/accreditation gained by this young person in this period:

Any other outcomes?

In your opinion which step on the Huskin's ladder Is this young person on?

What does he/she want to do next?

16

Young Person Record

Young Person RecordFor use in recording a young person’s achievement at a club/project session. This information should be recorded on the ASPIRE

System.

Youth WorkYoung Person Record


Club/project:

Name of young person:

Worker:

Date:

Young person’s comments/evaluation (to be completed by the young person)

What has he/she achieved?

1. Communicating with others

2. Negotiating

3. Problem solving

4. Working in a group

5. Understand values and beliefs

6. Attitudinal skills

7. Self-awareness

8. Using information

Has your work with this young person resulted in them accessing any of the following: (please tick any that apply)

Education Support Training Community action Volunteering Employment

Qualifications/accreditation gained by this young person during this session:

9. Developing a skill

10. Planning and organising

11. Assessing own performance

Signature of young person:


17

Which step are you on?For use in identifying young peoples' level of participation and involvement in conjunction with the ‘Young Person’s Assessment Sheet’.

Which Step Are You On?

Tak

eac

tive

part

inpl

anni

ngan

dru

nnin

gac

tivi

ties

and

prog

ram

me

Lead

ers

hip

orpe

er

educ

atio

nro

leta

ken

Tak

ere

spon

sibilit

yfo

rpl

anni

ngan

dru

nnin

gan

acti

vity

orpr

ogra

mm

e

Tak

epa

rtin

acti

viti

es,

begi

nnin

gin

volv

em

ent

Regu

lar

dis

cuss

ions

,B

uild

ing

trus

t

Get

tokn

ow

Ini

tial

cont

act

Be

invo

lved

Org

anise

Take

part

Soc

ialise

Meet

aga

in

Con

tact

Lead

1

2

3

4

5

6

7

e.g

.help

plan

atr

ipto

Thetf

ord

For

est

e.g

.beco

me

avo

lunt

eer

yout

hw

orke

r

e.g

.or

gani

sea

tale

ntco

mpe

titi

on

e.g

.pl

aya

bal

lga

me

wit

hot

her

peop

le

e.g

.ch

atto

anot

her

pers

onab

out

som

eth

ing

impo

rtan

tto

you

e.g

.ge

tto

know

other

youn

gpe

ople

and

yout

hw

orke

rs

e.g

.ar

rive

atth

ecl

ub/p

roje

ctfo

rth

efi

rst

tim

e

(aft

er

Glo

ucest

ers

hir

eY

outh

and

Com

mun

ity

Serv

ice)

©J

ohn

Hus

kins

199

8

Whic

hst

ep

are

you

on?

18

Who’s in the driving seat?For use in assessing how ‘young person focused’ the organisation and programme delivery is.

Who’s in The Driving Seat?

Who’s in the driving seat?

Adults come up

with the idea(s)

Young people come up

with the idea(s)

Adults decide on what

is going to happen

Young people decide on

what is going to happen

Adults make

the decisions

Young people make

the decisions

Adults have most

of the information

Young people have

most of the information

Relies on adults to

make things happen

Relies on young people

to make things happen

Copies or links to an

adult structure

Informal structure

and links

Adults have power Young people have power

Who do you feel has all the power in your

group/project? Use the list below to work out

whether you are the driver or a passenger!

Put a cross in the circle which you think describes

where your club/project is along the power line:

Passenger DriverShared between

adults and young people


19

Individual Contact SheetFor use in detached, mobile and drop-in sessions for the collection of total contact figures, monitoring gender, ethnicity, Disability and

targeting service delivery. This information should be recorded on the ASPIRE System.

Individual Contact Record

Youth WorkIndividual Contact Record


Worker:

Date and time:

First time contact? Yes No Unknown

Asian/Asian British - Bangladeshi

Asian/Asian British - Other

Black/Black British - Other

Mixed - White/Black African

White - Irish

Gypsy Heritage Traveller

Asian/Asian British - Indian

Black/Black British - African

Chinese

Mixed - White/Black Caribbean

White - Other

Romany Heritage Traveller

Are you: Female Male

How would you describe yourself?

Asian/Asian British - Pakistani

Black/Black British -

White - British

Not Provided

Irish

Caribbean

Mixed - White/Asian

Heritage Traveller

Would you describe yourself as having a disability? Yes No

Location:

Please help us with our monitoring by answering these six questions

What is your daily occupation?

School

Work (full time)

University

Not working

College

Work (part time)

Carer/homemaker

Prefer not to say

Notes (continue over if needed)

What was the outcome of the enquiry?

Dealt with/concluded

Referred to:

Unable to help

20

Detached Youth Work Report Form - Front

Detached Youth Work Data Collection and Evaluation SheetFor the collection of total contact figures, curriculum planning and session evaluation.

This information should be recorded on the ASPIRE System.

Yo

uth

Wo

rkD

eta

ch

ed

Wo

rkR

ep

ort

Fo

rmC

am

bri

dge

sh

ire

Co

un

tyC

ou

ncil

Off

ice

of

Ch

ild

ren

an

dYo

un

gP

eo

ple

’sS

erv

ice

s

Da

te:

Wo

rke

rs:

We

ath

er:

Lo

ca

tio

nFe

ma

le

1

Ma

le

Ge

nd

er

an

da

ge

ran

ge

Pre

vio

us

co

nta

ct

23

12

3o

bs

ack

n/c

c/c

int

Co

nta

ct

ea

bh

pc

ew

ss

Eve

ryC

hild

Ma

tte

rso

utc

om

es

Oth

er

co

mm

en

ts

YN

Tim

e

Ch

alle

ng

ing

dis

cri

min

ati

on

&p

reju

dic

e:

Dis

ab

ilit

yS

exu

alO

rie

nta

tio

nR

ace

Age

Ge

nd

er

Tic

kth

ea

pp

rop

ria

teb

ox

ifyo

uh

ad

tom

ak

ea

ch

alle

ng

eo

na

nis

su

eo

fd

iscri

min

ati

on

or

pre

jud

ice

Did

this

req

uir

eyo

uto

ma

ke

an

off

icia

lre

po

rto

fth

ein

cid

en

tYe

sN

o

Acti

on

tak

en

:Fo

llo

wu

p:

Ke

y:

Ag

eC

on

tact

Eve

ryC

hild

Ma

tte

rso

utc

om

es

1U

13

21

3-

19

32

0+

ob

sO

bse

rva

tio

na

ck

Ack

no

wle

dge

me

nt

n/c

Ne

utr

al

c/c

Co

nve

rsa

tio

nin

tC

on

str

ucti

veco

nse

rva

tio

nin

terv

en

tio

n

ea

En

joy

an

da

ch

ieve

bh

Be

he

alt

hy

pc

Ma

ke

ap

osit

ive

co

ntr

ibu

tio

ne

wA

ch

ieve

eco

no

mic

we

ll-b

ein

gss

Sta

yS

afe


21

Detached Youth Work Report Form - Back

Session Planning SheetFor use in planning individual sessions.

Youth WorkSession Planning Sheet


Club/Project: Lead worker:

One off session or No. of

Date of planned session: Other staff:

Primary aim of session:

Are there other (secondary) aims?

Who is this for? (who will take part in the activity? Include anticipated numbers)

What will young people learn? (Intended learning outcomes)

Identify links to any accredited programmes:

How will it be done?

Risk assessment undertaken : Yes No

What preparation will you need to do and what resources will be required?

How will you evaluate the session and identify opportunities for progression?




22

7. Self-awareness Know when and where you feel good and not so good about yourself

Recognise what causes you difficulty

Work out what to do

Identify other areas for self-improvement

Appendix 1

Definition of Recording Outcomes

Cambridgeshire Youth Work Development Framework - Based on the matrix devised by the National Youth Agency for

Recording Outcomes for Young People involved in Neighbourhood Support Fund Projects.

1. Communicating with others Listen to others

Express your views clearly

Give information about yourself

Talk with people in authority and/or people you are uneasy with

2. Negotiating Be clear about what you want to do

Speak and act on behalf of others

Communicate what you want to say in different settings

Report back on what happened

3. Problem solving Identify what the problem is

Discuss how to sort the problem out

Think things through and make a plan

Carry out the plan and review success

4. Working in a group Be open with people

Recognise and build on the group’s strengths

Recognise and resolve differences in the group

Ask for support and give it when needed

5. Understand values and beliefs Recognise a value or belief

Identify where it comes from

Show tolerance of other people’s values and beliefs

List values for living your life by

6. Attitudinal skills Know and identify your skills and qualities

Handle your feelings in a difficult situation

Consider other people’s feelings

Be aware of what influences your mood and why

8. Using information Work out what you need to know

Identify the sources of information

Collect the information

Decide which information you want to use and how

9. Developing a skill Identify the skills you want to improve or learn

Practice your skill

Assess how well you did

Ask for a second opinion and further advice

10. Planning and organising Work out your goals

Create and follow a plan for achieving them

Manage time, money and other resources you need for the plan

Review how the plan went

11. Assessing own performance Be clear about your starting point

Identify your role in the activities you are undertaking

Demonstrate how far you have progressed since starting

Identify the distance you have yet to travel

Outcome Achievement Areas


23

Appendix 1

Definition of Recording Outcomes - Continued

Other potential outcomes:

Access education Re-engage with school or college

Start a new course in school, college or university

Access employment Find work and take up a job

Access training Be involved in training e.g. an apprenticeship

Access support Find ways of getting the support you need in order to get on e.g.

housing

Community action Be actively involved in changing things for yourself and others in your

community

Volunteering Use your time and your abilities to help others and develop new skills

Award Level / areaActive Citizens in Schools 25

ASDAN Bronze, Silver, Gold, Platinum

ASDAN Short courses

ASDAN

Babysitting

British Canoe Union Level 1 & 2

British Sports Trust Young leader award, Dance Leadership

Community Sports Leadership Award Junior & Senior Sports Leader

Duke of Edinburgh Award Bronze, Silver, Gold

Duke of Edinburgh Section Award Service, Skill, Physical, Expedition, Residential

Duke of Edinburgh Access Certificate

First Aid

Food Hygiene

Cambridgeshire Youth Award Locally Awarded Certificate

Millennium Volunteer 100 hour award or 200 hour award

NVQ Youth Work Level 1

OCN Sports Diving, Football, Cricket, Netball

OCN Arts Djing, Sound Engineering, performing arts

Princes Trust XL

RYA Level 1

Skills Motivation through the Arts (SMART)

The Arts Award Bronze, Silver, Gold

For detailed information on accreditation opportunities see the Accreditation Handbook

hour award or 50 hour award

Act by Right

Citizenship in Action

ASDAN Youth Achievement Award Bronze, Silver, Gold

AQUA Unit Award

Basic Skills

City and Guilds Profile of Achievement

Service, Skill, Physical, Expedition, Residential

for youth work in Cambridgeshire.

Formal Accreditation List

24

Appendix 2

Accrediting youth work in Cambridgeshire

Youth work in Cambridgeshire believes providing young people with access to

accredited development opportunities is a key process towards achieving the

four basic principles of our Youth Work Curriculum:

Equality

Empowerment

Education

Participation

Also the Cambridgeshire youth work `Young People's Charter’ clearly

states that young people participating in any of our projects will:

Receive support and encouragement to develop skills

and build confidence.

Have their achievements recognised

The matrix: `

provides

summaries of youth work accreditation

opportunities that are currently accessible and used

as part of youth work delivery in the county.

a) Consider the youth work programmes you

are already planning or delivering and see which

accreditation opportunities would be

complimentary?

b) Build quality youth work programmes around the

accreditation opportunities.

You may find many other accreditation opportunities, in addition to those listed

in the matrix. They will be appropriate for accrediting young people through

their involvement with youth work, provided they fit the `Resourcing Excellent

Youth Services’ (REYS) criteria set out on the reverse of this document.

�

�

�

�

�

�

Accreditation opportunities are complimentary to

quality youth work provision.

Accreditation opportunities for

youth work in Cambridgeshire’

Through our youth work in Cambridgeshire we are striving to achieve the REYS

benchmark for 30% of participants in our programmes to gain an accredited

outcome.

They enhance the programme planning

process, enable the setting of clear

targets and outcomes for both youth

workers and young people and provide

recognition of young peoples

achievement.

Appendix 2

Accrediting Youth Work in Cambridgeshire - Continued


25

Resourcing Excellent Youth Services (REYS) Accreditation Criteria

Accredited outcomes will have one or more of the following features:

Successful completion of one or more modules of a locally or nationally

recognised award

Be undertaken by young people supported within the youth work

process -

Have currency/credibility outside youth work including enhancing life

and social skills and, where possible, a link to employment, education

and training

Be subject to either independent internal verification by the

organisation making the award or be externally assessed by an

awarding body

�

�

�

�

accreditation often takes the form of a verified

certificate

the programme followed fits into the ethos of youth work and

enables young people's ownership of the process

many of the accreditation routes widely used within youth

work are chosen because of their obvious benefits to the development

of young people who can effectively integrate in society and become

active citizens.

therefore, securing quality, equality, consistency and

attention to the health and safety of workers and young people.

What doesn't count as an accredited outcome in

youth work terms?

Purely skills-based awards, such as canoeing or orienteering, do

not count by themselves as accredited outcomes. In order to

count they need to have been gained as part of a youth work

process, where a youth work outcome could also be

recorded. For example, a local swimming club's

statistics for awards do not count towards

performance targets, but an award gained through

a youth work group which does swimming and is

run in line with the youth work values, goals

and methods outlined in REYS does count.

A swimming certificate, therefore,

gained via youth work activity would

count as a recorded outcome.

26

Appendix 3

The Tyler Snake

The `Tyler Snake’ is a method of recognising the work youth workers do in the early steps of the Huskin’s model (see

page 17).

The first four steps of the Huskin’s model are: Contact, Meet again, Socialise, Take part.

During these early stages the attitude/behaviour of challenging young people can block their progression beyond

step four and we need to recognise and give credit to youth workers who, confront inappropriate behaviour, facilitate

changes in attitude and enable progression.

A substantial amount of work needs to be done with young people exhibiting challenging behaviour and often we will

only be able to achieve a limited amount of progression. This work needs to be recognised as well as the fact that if

we only achieve progression to the next step whilst these young people engage with us that may be a terrific leap

forward for that individual.

Unlike the clear, upward steps, of the Huskin’s model, the Tyler snake is constantly moving and it can be used to

describe a number of attitudinal/behavioural characteristics which challenging young people exhibit at various times

in the early stages of our work with them.

Incorrect self-image and low levels of self-awareness

Excessive use of abusive language and aggression

Vandalism of premises

and equipmentHyper-activity which is

inappropriate to the

environment

Failure to listen to

what workers are

saying

Engaging in bullying,

and discrimination

Produced by the Cambridgeshire Youth Work Central Support Team

ELH1101, Castle Court, Cambridge CB3 0AP

Tel: 01223 718476 Fax: 01223 718482

e-mail: [email protected]

If you would like a further copy

of this booklet, or a copy of the text on audio cassette,

in Braille, large print or other languages,

please call: 01223 718476

assessment tools for youth work in cambridgeshire€¦ · assessment tools for youth work in...

Documents