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Better Outcomes for Young People

Quality Mark for Young People’s Services

Quality Mark for Young People’s Services: better outcomes for young people

National Youth Agency2

Acknowledgments

The National Youth Agency is indebted to all of the staff from the300 plus statutory and voluntary sector organisations who have usedthe Quality Mark to improve their services for young people since2006. Their diligent and creative use of the Quality Mark, and thefeedback we have received throughout this period, have greatlyhelped us to produce this refreshed publication. We are also gratefulto internal staff at the Agency for their time and commitment to theprocess of developing this revised and updated quality tool. Theresultant document reflects the hard work of both of these keygroups.

We would particularly like to acknowledge the support of the LocalGovernment Association and the Office of the Third Sector inenabling this quality tool to be refreshed.

Design by Caroline Towndrow

Printed by Spectrum, Leicester

© National Youth Agency, July 2010

The National Youth Agency (NYA) is one of three Education Supportorganisations to receive funding from the Department ofCommunities and Local Government, under the Local GovernmentFinance Act 1988. The Local Government Association (LG Association)has oversight of NYA’s work supported by this funding. The £1.4mannual funding supports key areas of NYA’s work and promotes therole of local government and its partners in youth policy.


National Youth Agency 3

Contents

Foreword 5

Context and Background 7

What are the benefits of using the Quality Mark framework? 8

How does this Quality Mark fit with the Integrated 8

Services for Young People Quality Mark? 8

How does this Quality Mark differfrom other standards and awards? 8

What resources and support are available? 9

Self-assessment 10

The importance of evidence 11

Making judgments about level 11

The cycle of improvement 12

Self-assessment 12

The Quality Mark Standards 13

The Quality Mark National Award 14

Making a submission for the National Award 14

The steps to submission 14

The submission steps 15

Preparing the submission 16

Preparing for the assessment visit 16

Evidence files 17

Reporting process 17

Appeals procedure 18

National Award costs 18

The Framework

Section 1 Policy and Strategy 191.1 Performance management 211.2 Management information 271.3 Quality assurance 331.4 Equality and diversity 391.5 Curriculum/programme of activities 451.6 Legal requirements 51

Section 2 People 592.1 Personal and social development 612.2 Involving young people 672.3 Workforce development 73

Section 3 Partnerships and Resources 793.1 Partnerships 813.2 Resources 87

Appendices

Appendix A The NYA Quality Mark and Quality 94

Standards for Positive Activities– mapping the links

Appendix B Glossary 98

Appendix C Self-Assessment Feedback Form 99



Foreword

We’ve known for some time that effective youth support servicesthat put the needs of the young person at the centre really do have apositive impact on outcomes.The National Youth Agency’s work in thelast decade has given us a good vantage point to observe the qualityof work with young people in a wide range of non-formal settingsand we know that standards of provision have risen markedly acrossthe board. There is still though too wide a variation between thegrowing ranks of the best and the diminishing numbers of the worst.These standards are therefore aimed at any organisation, voluntary orstatutory, concerned with delivering high quality programmes andservices to young people.

Since the introduction of the Quality Mark for Young People’s Servicesin 2006, we have engaged over 300 providers in a push to raise the barfor this vital work. Twenty three organisations have been awarded thecoveted Quality Mark National Award in that short period and buildingon our nationwide experience, we have revised and refreshed the originalset to produce this new Quality Mark for Young People’s Services:

better outcomes for young people. Its key functions are:

• as a tool for development and improving partnership working

• as a means of measuring progress towards achieving highquality in all areas

• as a mechanism to drive best value for money – high qualityservices are a cost effective way of meeting the needs of youngpeople

• as a standard for those wishing to secure commissions as

well as those commissioning services from others who

want to know they are purchasing quality and therefore

• as a means of evidencing the Quality Standards for Positive

Activities

• and finally, to celebrate and externally validate the

achievements of staff and young people in rising to these challenges.

Additionally, and to take account of the rapid and seismic changesbrought about by integrated working, we have also devised with fieldpartners a new sister accreditation, Integrated Services for Young

People Quality Mark (ISfYP). This will help ensure high quality in thenew service provision, but also that young people have choice andinfluence in the services they use.

We are proud to say that these are the only externally validated qualityprocesses that involve assessment across all aspects of youth supportprovision, and to ensure this we have recruited a wide range of skilled andexperienced associates, who will support us and you to use the Quality

Mark for Young People’s Services to maximum effect in your locality.

Building on our position as the leading youth sector infrastructurecharity and our close relationship with the Local GovernmentAssociation, we believe this standard will quickly be adopted by allyouth support services and youth focusing organisations across thecountry. Together, even in times of financial constraint, we believe afocus on quality will ensure our young people get the services theyneed and deserve.

Fiona Blacke

Chief ExecutiveNational Youth Agency



Context and Background

The National Youth Agency (NYA) Quality Mark for Young People’sServices focuses on developing and capturing high quality servicesthat improve outcomes and support for young people in the transitionto adulthood. Originally developed as a tool to support localorganisations in assessing the quality, impact and value for money oftheir work with young people, it has been revised to reflect the rapidchange in the provision of services for young people, whilst beingcareful to retain the ethos and essence of the original document. TheQuality Mark is made up of 11 standards that encompass the keyelements of the provision of quality services for young people. Thesestandards and their indicators are designed for use as a self-assessmenttool for all organisations, including those at a more advanced stage ofdevelopment and those at an earlier point on their journey, for whomit will provide an effective developmental framework. Organisationscan also choose to gather evidence that can be submitted for a muchsought after National Award which fully and comprehensively meetsthe specification of the government’s Quality Standards for PositiveActivities.

Since its first publication in March 2006 the Quality Mark has gainedwide recognition within organisations responsible for the provision ofservices for young people. The standards are applicable to a variety oforganisational structures and this revision brings them right up to datein terms of new requirements to report on performance in improvingoutcomes for young people. Most notably, this includes

• The PSA Delivery Agreement 14: Increase the number of childrenand young people on the path to success

• Aiming High for Young People: a ten year strategy for positiveactivities (which was updated in March 2010 as Aiming Highfor Young People: Three Years On.)

• Quality Standards for Positive Activities, the draft standardsreleased in March 2010 aimed at commissioners and providersof positive activities for young people.

The NYA Quality Mark for Young People’s Services provides a nationallyrecognised and externally validated process for assessing the qualitywith which organisations and local authorities reach targets. It seeksto embrace the diversity of structures and arrangements for deliveringwork with young people rather than asserting a single model. Indeed,the purpose of the Quality Mark is to enable organisations todemonstrate the effectiveness of their unique models for deliverythrough providing evidence of how they assess the needs of youngpeople, how they develop or commission services to meet thoseneeds and how they assess quality, impact and value for money.However, the National Youth Agency acknowledges that services foryoung people are constantly developing and changing. With this inmind, there is a commitment to updating the standards and thesupporting material on a regular basis to ensure they continue tosupport the development of the highest quality services for youngpeople.



Introduction

What are the benefits of using theQuality Mark framework?

The Quality Mark standards are a developmental tool intended toencourage and support the provision of services for young people, aswell as a means to gain a National Award. Used creatively, the processof completing the self-assessment can bring together individuals,users and groups of staff to focus attention on the quality of servicesdelivered to young people in an area or organisation. The focus on theprovision of quality services for young people enables the organisationto define its quality assurance systems and processes, to identify itsstrengths and search out areas for further development.

Undertaking the self-assessment will help bring about positivechanges to the way services for young people are provided; usedimaginatively the framework can provide the vehicle by whichorganisations establish effective and efficient provision and anongoing review process that will refresh and develop practice as itbecomes embedded. The process will result in tangible evidence ofthe impact of the organisation in improving outcomes for youngpeople. At a time of reducing resources and a sharp focus on value formoney, unequivocal evidence of impact is increasingly important.

What better way could there be to grow an organisation than arounda framework for quality?

How does this Quality Mark fit with thenew Integrated Services for YoungPeople Quality Mark?

This revised Quality Mark for Young People’s Services: better out-

comes for young people remains highly relevant. It will continue tobe available for those local authority youth services and organisa-tions in the voluntary and private sectors who wish to focus onthe provision of quality youth work and non-formal education in allits manifestations (in Connexions services, housing providers, healthsettings, and, in support of mainstream education services).Undertaking the self-assessment or securing the Quality MarkNational Award constitutes excellent and substantial evidence tocontribute to a larger and more complex review of quality acrossthe provision of integrated youth services provided by its sisterpublication, the Integrated Services for Young People Quality Mark.

How does this Quality Mark differ fromother standards and awards available?

There are a number of quality standards and awards around andnew ones emerging as integrated working, 14-19 educationalreform, information, advice and guidance processes and the provisionof positive activities become further embedded. They range across:

• Sector specific awards – for example, PQASSO; NAVCA QualityAward for VCS.



• Standards/quality criteria for work with young people that donot lead to an award – for example, Quality Standards forPositive Activities; From Here to Entitlement: A self-assessmenttoolkit for 14-19 Partnerships; You’re Welcome; QualityStandards for Youth Information, Advice, Counselling andSupport Services; Quality Standards for Young People’sInformation, Advice and Guidance.

• Standards/quality criteria for work with young people that dolead to an award – for example, Clubmark; Keeping itsafe/sound systems; Quality Mark (Clubs for Young People); andHear By Right Award.

The NYA Quality Mark is unique in that it is a tool for self-assessmentand planning for improvement. Rather than seeking to assert criteriafor what must be provided it looks at how quality systems determinewhat should be provided locally, how impact is measured andassessed and how the results of quality assurance are used to secureimprovement.

What resources and support areavailable?

The National Youth Agency website (www.nya.org.uk) contains arange of support materials (for example, a policy checklist) and willbe a collection point for case studies of practice from successfulprovision including award holders. A case study template is on thewebsite and we encourage you to share information about interestingand successful practice as it becomes available.

The standards document itself is available for purchase from the NYA.Please contact the NYA ([email protected]) for hard copies.Tel: 0116 242 7350



Some pointers to help you get started

Self-assessment

The decision to begin the process of self-assessment on this scalerequires strategic level support and encouragement for all relevantpartners to get involved. It is a significant undertaking that will havehuge benefits for the provision of quality services to young peopleand a commitment to sufficient time and resource will secure a moresuccessful process.

Previous experience has identified that it is most helpful to gather agroup of people together who will be the ‘driving force’ behind theself-assessment and will take responsibility for drawing the evidencetogether. The leadership role for the Quality Mark standards group iskey and a nominated individual who takes overall responsibilityshould be identified at the beginning of the process. Such a groupthen has capacity to split and form working groups or have a specialfocus around particular standards, drawing in other staff, volunteersand young people as appropriate.

The following points will help you put together your self-assessment:

• There are three indicators to each standard. They generallyfollow a pattern which seeks evidence of the link betweenpolicy and practice:

- have you got policy/framework/guidelines? - how do you monitor and review them?- what do you do with the information, what is the impact?

• There is a self-assessment template for you to complete foreach standard. We encourage you to ‘tell the story’ (a shortstory) about how the indicators are met within young people’sservice provision for your organisation. The evidence you citein each case should be underlined and will need to back upyour story.

• Think clearly and systematically about what should be thefirst piece of evidence in each standard. This will probably bethe policy or strategy which describes the context and howthat policy or strategy will be implemented.

• It is important to have evidence of how provision is monitored.This should include analysis of your monitoring informationand should not just be bare statistics.

• It is important to have evidence that demonstrates impact. Thiscould be referenced reports, case studies, copies of relevantminutes of meetings, photographic and young people’s stories,as well as harder statistics.

• In the narrative, say what the evidence demonstrates or indicates;check that it is strong and effectively substantiates your story.

• Identify specific pages or sections of any document that areparticularly relevant to the indicator – it will save valuable timefor those who may later review the evidence (for example,when making a submission for the National Award) as it is notusually necessary to read the full document.



The importance of evidence

Your internal self-assessment and subsequent judgments about level– Established, Aspiring or Emerging – will be based on reviewing theevidence collected. The examples of evidence provided within eachstandard in this document offer a guide only; it is up to you to ensurethat the evidence you cite is reliable, valid and sufficient to cover thelevel requirements.

Evidence should come from across the range of your service provisionand needs to be:

Reliable strong and robust; the evidence is dependable and itcomes from a trusted source; cross-checking providesthe same or similar results.

Valid it needs to be directly relevant to the quality statementand within a timescale that is appropriate, such as 6 to24 months.

Sufficient it must be enough to provide a sound basis for judgment.

Making judgments about level

The self-assessment framework encourages and supports the process ofmaking judgments about current levels of performance and identifyingareas for improvement. In each of the standards there is a shortdescription for each indicator, which will assist in determining an

accurate assessment of current performance and thereby identifywhere further work is needed.

There are three levels against which to judge your provision. Asand when a decision is made to submit for the National Award,verification of the judgments will be required by the Quality Markassessors in both a desk top review process and an onsite visit. Thethree levels are:

3 Established

Good overall performance in this area. Systems are fit forpurpose and meet all requirements. Policies are current andare disseminated widely.

2 Aspiring

Managers are aware of gaps that exist in this area. Practice inthis field may be appropriate and reflect acceptable standards.However, systems are insufficiently robust.

1 Emerging

Systems are insecure and not fit for purpose. Managers haveinsufficient measures in place in this area to meet evenminimum requirements, but are able to self-identify whereweaknesses exist.

3. An information pack is available giving details of training andsupport packages. See 1 (above) for further details.

2. Order your copies of the framework. Contact [email protected]



The cycle of improvementThe Quality Mark for Young People’sServices: Self-Assessment

This diagram demonstrates the process for completing the framework.If you require additional support or training at any stage of the processplease contact us on 0116 242 7350 for further details and costs.

Identify strengths andareas for improvement

Repeat self-assessment tomake further improvements

Plan and set targets forimprovement

Monitor progress

Examine currentperformance

Implement action plan

1. Visit www.nya.org.uk/quality for further information oremail [email protected]

4. Your organisation can use the framework as a tool to drive upquality and you may wish to gain the National Award.

5. Self-assessment takes place within your organisation. Actionplanning is used to timetable improvements.

6. Self-assessment completed, action plan in place, self-assessmentfeedback form sent to the National Youth Agency.

7. If you have achieved an ‘Established’ level in each indicator inyour self-assessment and wish to apply for the Quality MarkNational Award, request guidelines from [email protected]



The Quality Mark Standards

Section 1 Policy and strategy

1.1 Performance management

1.2 Management information

1.3 Quality assurance

1.4 Equality and diversity

1.5 Curriculum / programme of activities

1.6 Legal requirements

Section 2 People

2.1 Personal and social development

2.2 Involving young people

2.3 Workforce development

Section 3 Partnerships and resources

3.1 Partnerships

3.2 Resources

Eligibility for the National Award will mean that an ‘established’position has been reached for every indicator within all 11 standards.



The Quality Mark is primarily a self-assessment tool, which is intendedto support quality improvement. However, the National Award hasproved to be extremely beneficial in that it recognises and validatesobjectively the achievement of the required standard across theorganisation’s provision of services for young people. Achieving theNational Award brings prestige to local organisations, supports externalfunding bids and helps celebrate good practice with peers, theworkforce, partners and young people. It is also a means ofdemonstrating compliance with the expectations of the QualityStandards for Positive Activities (see Appendix A.)

Making a submission

The self-assessment and improvement process is a precursor tosubmission for the National Award. We encourage you to contactthe National Youth Agency before you submit to ensure that weknow you intend to do so and to enable us to provide additionalsupport as necessary.

Remember – to be eligible for the National Award your full self-assessment must demonstrate that an ‘established’ position has beenreached for every indicator within the 11 standards.

The steps to submission

Having judged your organisation or service to be at an ‘established’position in all relevant indicators, those intending to seek accreditationthrough the National Award should:

• Register their intention to make a submission with theNational Youth Agency.

• Prepare their self-assessment document presenting the evidencewhich supports an ‘established’ position – using the guidance.

• The self-assessment should then be forwarded to the NYA.

• NYA will assign a Quality Mark associate who will act as thelead assessor in the accreditation process.

• The lead assessor will arrange and agree the specification for anassessment visit to the organisation.

• A report of the findings and a recommendation will be producedand forwarded to the National Youth Agency for moderation.

• The National Youth Agency executive board will then be askedfor approval and ratification.

• Once achieved, the National Award will be valid for three years.Aprocess for revalidation is available from the National Youth Agency.

We highly recommend the utilisation of a number of supportpackages available from the National Youth Agency to assistorganisations at different stages of readiness and development.For example, a pre-assessment review is available for organisationsthat would like an assessment of their part-completed submissionand a diagnostic report is produced to assist in the planning anddevelopment of the final submission. Details and costs of a rangeof options are available from the agency.

The Quality Mark National Award



The Submission Steps

The assessor can at this pointadvise that the submission isnot at the required level and

can negotiate a new timescale.

1. Contact us on 0116 242 7350 or email [email protected] toregister your intention to submit for the Quality MarkNational Award, receive the guidance and agree a timescale.

2. Submit four copies, including supplementary evidence (CD orpaper) to the National Youth Agency project administrator.One copy must be on paper. Action plans from each section donot need to be submitted.

3. Receipt of submission is confirmed and checked by theNational Youth Agency. An assessor will be appointed who willmake an initial assessment.

4. Assessor gets in touch to agree a timescale and schedule forthe visit.

It may be that the assessmentuncovers large gaps in evidencewhich result in the organisation

not achieving the standard.

5. The assessment visit takes place. If an established position isachieved, the submission continues to the next stage.Alternatively, two further options are possible.

6. The assessor’s report and recommendation goes to the NYAprogramme manager for moderation. If successful it willcontinue to the next stage.

7. The decision of the moderator goes to the NYA board forratification. Applicant advised of outcome. Apply to renew inthree years.

Almost achieved the standardwith a few recommendations tobe achieved within a settimescale (normally six months).

7. Only send enough evidence to prove your point. Do not sendtoo much evidence as further evidence can be requested at thevisit. It should be enough to prove your position withoutoverloading the assessor; aim to be thorough but succinct.

8. Identify specific pages or sections of any documents that arerelevant to the indicator, and if possible put in hyperlinks fromthe framework to the location of the evidence.

9. The evidence should be included in a systematic and easy-to-follow way, referenced or hyperlinked.

10.The evidence should not be more than two years old.

11.Four copies are required which must include one as a hardcopy. You can submit electronically by email or on CD,whichever is the easiest. However, if you submit electronicallyyou are still required to submit one hard copy.

12.Ensure you provide full contact details for the lead personresponsible for the Quality Mark process in the organisation.

Preparing for the assessment visit

On submission of the self-assessment an assessor will be assigned toundertake an initial look through it – at this stage they may need tocheck points or seek further clarification. It is possible that at thispoint the assessor may advise that the submission is not at the



Preparing the submission

The following points will help when preparing your submission:

1. Advise the National Youth Agency that you are intending tosubmit as early as possible and provide details of your intendedtimescale for submission.

2. Book onto the ‘preparing for a National Award submission’event or arrange a bespoke support package to suit your needs,if possible, as this will give you ideas and hints and vitalmomentum.

3. Write a brief introduction about the provision of young people’sservices in your organisation or local authority. Include the sizeand locality features, key priorities and the make up of thecommunity it operates within.

4. Ensure the self-assessment has been completed fully with allindicators scored at level 3 (established).

5. Always ensure that when you use acronyms you bracket thefull name on the first time of using it or add a short glossary toensure clarity.

6. The evidence boxes should include a narrative that explains anddemonstrates the evidence and how it meets the indicator.



required level and negotiate a further timescale. If the assessor feelsthat the submission is at the required level they will make contact toagree a timescale for the assessment visit and also to clarifyarrangements about what needs to be available for the assessor teamand who they will need to meet. The visit will usually take place overone or two days.

Typically the assessor will want to arrange meetings with the following:• the head of the organisation or service• senior managers• a range of staff/volunteers, of different grades and with varying roles• young people• partners• someone with an overview of the organisation – for example, a

director, chief executive or lead member.

The list will be discussed and agreed with the assessor.

The lead person or group of people who have worked on preparing thesubmission will ideally be available for much of the visit so that someoneis on hand who can answer queries about locating evidence, interpretingor accessing documents and providing directions for visits.

In addition to arranging meetings the assessors will also need accessto the monitoring and recording systems. Ideally a room should bemade available to the assessor team with a computer (or laptop)with access to the data recording system and which also containsthe evidence files.

Evidence files

All documents that have been referred to in the self-assessmentshould be available for the assessor team to view. It is important toremember that a smaller number of well-chosen documents thatprovide clear evidence of the extent to which the organisation ismeeting the ‘established’ criteria will be more helpful than piles ofinformation that partly address the evidence requirements.

Reporting process

Assessors will provide verbal feedback at the end of the visit. There arethree possible outcomes of the visit. The service provider may have:

1. Achieved the standard subject to moderation and approvaland ratification by the National Youth Agency board. A reportwritten by the assessors that comments on all 11 standardsand confirms that an ‘established’ position has been achievedwill be presented for NYA moderation and if appropriateforwarded to the next meeting of the NYA executive board forapproval and ratification.

2. Almost achieved the standard with a few recommendationsto be achieved within a set timescale. If the assessor feels thatthe standard has almost been achieved and that the fewimprovements required can be achieved within a six monthtimescale, the assessor has the power to defer the recommendationto accredit. A report listing the requirements and the timescalewill be sent to the organisation.



3. Not achieved the standard. If the assessment uncovers largegaps in evidence a report will be sent detailing why therequired standard has not been achieved and outlining theareas for improvement. In this case the costs for the NationalAward will still be applied as they will have been incurred toundertake the assessment process.

Successful organisations will receive the Quality Mark NationalAward. This will be confirmed in writing by the National Youth Agency.

Completion of the process will be dependent upon the planned cycleof meetings of the National Youth Agency executive board. Contactthe NYA for up-to-date information if you are considering the nationalassessment timescale.

Appeals procedure

If an organisation wishes to appeal against a decision by the NationalYouth Agency board, an appeals procedure is in place and can beaccessed by contacting the chief executive at the NYA.Email: [email protected]

National Award costs

Costs are available from the website or from the National YouthAgency. Email: [email protected]



Section 1 – Policy and Strategy


1.1 Performance Management 21

1.1 Performance Management

The management of performance within an overall vision for theprovision of effective work with young people is the focus of thisstandard. There is an expectation that the vision is supported by astrategy and plan/s which together describe how the vision will beachieved.

Evidence should provide examples of how the results of monitoringand review are used to revise the plan and the associated performanceindicators and should demonstrate:

• how young people, the workforce and relevant partners havebeen involved in development of the vision and how well theyunderstand their role within it

• how the strategy and plan were developed, how they aremonitored and evaluated and how performance is managed

• how the plan is linked with and contributes to the delivery ofother plans; for example, the Children and Young People’s Plan,the Local Area Agreement, the Community Plan, the 14-19Strategy and any other relevant local plans.


1.1 Performance Management22

• There is evidence todemonstrate that young people,the workforce and relevantpartners know, understand andinput into the organisation’smission, values, target groups,performance indicators andpriorities.

• Individual members of theworkforce understand thecurrent plan and their ownrole and targets within it.

1 There is a clearly stated visionfor the delivery of work withyoung people and a strategyfor delivering it. There is aplan which demonstrates howthe organisation measures itsimpact and effectiveness.

• The organisation does notroutinely consult andcommunicate about the visionand the delivery/business planwith young people, the workforce,relevant partners and otherstakeholders.

• There will be limitedunderstanding amongst theworkforce of their roles andresponsibilities in delivering theplanned services for young people.

• There are plans/methods inplace to ensure that youngpeople, the workforce andrelevant partners understandand contribute to the vision,values, target groups,performance indicators andpriorities of the organisation.

• There is a systematic processfor monitoring and reviewingthe plan using information onperformance and the quality ofthe services that are providedfor young people.

• Routine quality assurancemonitoring and performancereviews inform the process.

2 The organisation has a regularprocess of monitoring, reviewingand revising the plan andperformance indicators.

• Current monitoring, review andquality assurance processes areunder-developed.

• The organisation and workforceare not clear about measuringperformance against delivery.

• Current monitoring, reviewingand quality assurance processesare being reviewed to ensure amore systematic approach.

• Performance management andreview processes are beingdeveloped.

EstablishedIndicators EmergingAspiring



• There is clarity about theorganisation’s role in respondingand contributing to key localand national policy priorities.This is demonstrated throughlinks to the local arrangementsfor the delivery of services toyoung people.

3 The organisation has aprocess for linking its workinto the overall delivery ofservices for young people.

• Organisational input intolocal/national priorities remainsunclear.

• Few links exist between theorganisation’s delivery of servicesto young people and other localplans.

• Overall delivery of services andoutcomes is not yet fullydeveloped.

• Work is underway to ensureorganisational input to localand national strategic agendasis recorded.




Examples of the type of evidence that might be provided.

• Vision and strategy for work with young people.

• Examples of consultation with young people, the workforce,partners and other stakeholders in developing the vision, strategyand plan.

• Evidence of workforce understanding of delivery plans throughconferences, team meetings, supervision, appraisal.

• Evidence of performance and quality monitoring (reports, meetings, visits).

• Examples of target setting and performance monitoring againstlocal and national indicators at an appropriate level(authority-wide, local area, organisation, unit or project level).

• Examples of how the impact on improving Every Child Mattersoutcomes for young people is assessed and evaluated.

• Evidence of how the work of the organisation contributes to thedelivery of Aiming High: a ten year strategy for positive activities.

• For local authority or commissioned provision: Evidence ofaddressing PSA Delivery Agreement 14: Increase the number ofchildren and young people on the path to success and other localand national indicators.

• Evidence of responding to priorities in the Children and YoungPeople’s Plan, Local Area Agreement and other relevant local plans.

• Evidence of addressing statutory duties and government guidancein respect of services for young people as appropriate, includingthe new Quality Standards for Positive Activities (March 2010.)

This list is intended as a guide only.



EvidenceIndicators Score

1 There is a clearly statedvision for the delivery ofwork with young people anda strategy for delivering it.

There is a plan whichdemonstrates how theorganisation measures itsimpact and effectiveness.

2 The organisation has a regularprocess of monitoring, reviewingand revising the plan andperformance indicators.

3 The organisation has aprocess for linking its workinto the overall delivery ofservices for young people.



Yearly Action Plan Year

Identify areas for improvement from the three indicators Identify priorities from areas for improvement

Assess ability to improve (barriers) Set benchmarks

Action Plan Success Criteria Timescale By Whom


1.2 Management Information 27

1.2 Management Information

The focus of this standard is on how management informationincluding statistical data is collected, disseminated and used todevelop plans, set targets, manage performance and assess overalleffectiveness, impact and value for money. The management informationsystem should provide the workforce, partners and other relevantstakeholders with regular information about the performance of theirown areas of work and overall performance.

Evidence should demonstrate:

• how decisions are made about what information is needed

• how information on the needs of young people is collected,using a wide range of methods; how it is disseminated and howit is used to develop plans and identify targets

• that the workforce, at all levels, understand the importance ofcollecting and interpreting information

• how individual managers use management information toassess the performance and contribution of their work areas.


1.2 Management Information28

• The organisation has a system inplace, which collects and collatesmanagement informationaccurately with a structure fordisseminating the information.

4 There is clarity about whatinformation is needed andsystems to collect anddisseminate accuratemanagement information arein place.

• A coherent system whichaccurately collects and collatesrelevant managementinformation is not yet available.

• There is a system indevelopment, which willimprove the current positionand make the informationgathered more accurate andmore easily disseminated to theappropriate audiences.

• The organisation can evidencethat the workforce understandswhat information to gather,how to do this and why it isimportant.

• There is evidence todemonstrate the accurate andpunctual completion of records.

5 The workforce, at all levels,understand the necessity ofproviding accurate and timelymanagement information.

• Current arrangements forcollecting and disseminatingmanagement information areinconsistent.

• Coherent managementprocedures, supervision andtraining to support improvementis not yet available.

• There are systems, proceduresand training in place to improveworkforce understanding andaccuracy in completing records.

• There are examples of theworkforce providing and receivingaccurate and punctualmanagement information andfeedback.





• There is clear evidence andgood practice examples ofmonitoring and reviewprocedures to promoteimprovement.

• There is evidence todemonstrate managementinformation is used to informplanning, assess overallperformance, impact and valuefor money.

6 Management information isused to inform planning; it isalso used to assessperformance, impact and valuefor money and to promotecontinuous improvement.

• There is little documentedevidence of the use ofmanagement information toinform planning, assessperformance or supportcontinuous improvement.

• There is evidence thatinformation is being used inplanning with a clear processoutlined for improvement inrelation to use of managementinformation to assess performance,impact and demonstrate valuefor money.




• Evidence of management information systems.

• Examples of information informing planning, assessment ofperformance and impact. For example

- Changes made as a result of information gathered

- Assessment of contribution to improving Every Child Mattersoutcomes

- Reports to funding bodies evidencing links to managementinformation.

• National and local returns – contribution to PSA DeliveryAgreement 14: Increase the number of children and young peopleon the path to success.

• NYA Report Card.

• Dissemination structure.

• Examples of information (paper) trail from face-to-face workers.

• Evidence of recent workforce training or development to embedManagement Information Systems (MIS).

• Quality assurance monitoring and sampling.

• Regular review notes on management information.

• Senior management MIS review processes.

• Needs analysis at unit/project level which incorporates managementinformation.

• Workforce training programme.

• Value for money review mechanisms.





4 There is clarity about whatinformation is needed andsystems to collect anddisseminate accuratemanagement information arein place.

5 The workforce, at all levels,understand the necessity ofproviding accurate and timelymanagement information.

6 Management information isused to inform planning; it isalso used to assessperformance, impact and valuefor money and to promotecontinuous improvement.


1.3 Quality Assurance 33

1. 3 Quality Assurance

This standard focuses on quality assurance processes and how theoutcome of quality assurance is used to support continuousimprovement.

Evidence should demonstrate

• that there is a coherent quality assurance process

• that the workforce understands and is involved in quality assur-ance procedures

• that young people are involved in assessment and feedback onthe quality of services

• how the outcome of quality assurance is used to inform planning,improve services and support assessment of effectiveness indelivering work with young people.


1.3 Quality Assurance34

• The organisation candemonstrate an establishedquality assurance process.

• There is evidence of systematicactivity, monitoring and workforceunderstanding and theinvolvement of young people.

7 The organisation has arecognised and recognisablequality assurance processthat demonstrates theinvolvement of young peopleand the workforce.

• There are few documentedquality assurance processes inevidence.

• Quality assurance visits maytake place but are not regularor followed up.

• The workforce has littleknowledge and understandingof quality assurance.

• There is little evidence of userinvolvement.

• There is documented evidenceof a quality assurance processalthough activity and monitoringmay not be systematic.

• There is a current plan toimprove processes andstrengthen young people’sinvolvement.

• Monitoring and review proceduresand programme visits are carriedout in a systematic way.

• There is an established qualityassurance training programmewith evidence of workforce andyoung people’s involvement ininternal reviews.

8 Quality is monitored and theprocess is regularly reviewed.

• There is little evidence of aconsistent approach to qualitymonitoring and review.

• The workforce has yet to betrained or involved in monitoringquality.

• Workforce and young people’sknowledge, understanding andinvolvement is limited.

• There is a current plan for acoordinated approach tomonitoring and review.

• This includes strengtheningworkforce knowledge andunderstanding and morecredible user involvement.




• The organisation can provideevidence to demonstrate howthe results of quality assuranceare used to inform planning andassess effectiveness.

• There is evidence ofimprovements in servicedelivery resulting from qualitymonitoring.

9 The organisation uses thefindings to inform planning,ensure continuousimprovement and assesseffectiveness in deliveringwork with young people.

• There is little evidence ofmonitoring and evaluation ofquality.

• Monitoring reports are notroutinely used to informplanning or improvement.

• The organisation can provideevidence to demonstrate howquality assurance influencesplanning.

• There is a plan to ensure moredetailed, regular and accuratemonitoring to supportimprovement and increaseeffectiveness.





• Quality assurance process/framework.

• Self assessment against specific quality standards as appropriate

- Quality Standards for Positive Activities

- Quality Standards for Young People’s Information, Advice andGuidance

- Quality Standards for Youth Information, Advice, Counsellingand Support Services

- You’re Welcome Quality Standards for making health servicesyoung people friendly

- From Here to Entitlement: 14-19 Partnership self-assessmenttoolkit

- EFQM – European Foundation For Quality ManagementExcellence Model

- Investors in People

- ISO 9000

- Ofsted standards

- Matrix assessments.

• Quality assurance activity – monitoring visit reports, observationreports.

• Workforce and young people’s understanding and involvement inquality assurance such as training; monitoring and observationvisits; surveys; sampling.

• Analysis of monitoring reports.

• Team reviews of quality assurance processes and evidence frommonitoring/observation visits.

• Evidence of how quality assurance informs planning and change.

• Action plans following feedback from young people and otherstakeholders.

• Examples of how the results of quality assurance are used toassess effectiveness.

• Examples of how the results of quality assurance are used todevelop and implement improvement plans.

• Examples of how the results of quality assurance are used toassess impact and performance.





7 The organisation has arecognised and recognisablequality assurance processthat demonstrates theinvolvement of young peopleand the workforce.

8 Quality is monitored and theprocess is regularly reviewed.

9 The organisation uses thefindings to inform planning,ensure continuousimprovement and assesseffectiveness in deliveringwork with young people.


1.4 Equality and Diversity 39

1.4 Equality and Diversity

The promotion of equality and diversity through policy and practice isat the centre of this standard. The emphasis is on impact – howequality and diversity policies and practice improve young people’saccess to youth work as well as the outcomes they achieve. There isan expectation that the workforce has access to training on equalityand diversity.


• that up-to-date policies are in place and that there are actionplans to improve access and outcomes for the priority group orgroups identified in the Children and Young People’s Plan (orthe appropriate organisation development plan) and othergroups that experience disadvantage

• monitoring and reporting of the take up of services by differentgroups of young people, for example, by ethnicity, gender,disability, culture

• how information from monitoring is used to plan and settargets – this is key to demonstrating the impact ofapproaches to improving outcomes for young people, particularlythose who are vulnerable and other groups that experiencedisadvantage.


1.4 Equality and Diversity40

• The organisation works to anup-to-date equality and diversitypolicy.

• An action plan and ongoingtraining programme is in place.

• Data is collected and proceduresfor dealing with complaints ofharassment and discriminationare routinely used.

10 The organisation has a visibleand proactive approach topromoting equality anddiversity through policy andpractice.

• There is little organisationalevidence to support asystematic approach to equalityand diversity.

• There is little evidence ofaccurate data being collectedand few examples ofimplementing procedures fordealing with complaints ofharassment and discrimination.

• The organisation works to an up-to-date equality and diversitypolicy with organisationalaction plans in development.

• There is evidence to supportproactive practice and plans toprovide ongoing training.

• There is evidence of data collectionand procedures for dealing withcomplaints of harassment anddiscrimination are used.

• The organisation has a robustprocedure for using data tomonitor the impact of equalityand diversity policies and practice.

• Data on take up, achievementand progress of priority groupsand other young people thatexperience disadvantage arecollected, analysed and informplans and practice.

• This information is used toidentify areas for improvementand set targets.

11 The impact of policy andpractice is monitored andevaluated.

• Data collection and monitoringprocesses are being developed.

• The collection and analysis ofdata are yet to be linked toplanning and identifyingimprovements.

• There is evidence of datacollection with plans in place toimprove accuracy and analysis.

• There is a plan to improve theuse of data to assess impact,identify areas for improvementand set targets.




• The organisation candemonstrate how non-formalwork with young people,workforce training, monitoring,analysis and review result inchange.

• There are examples of goodpractice demonstrating theparticipation, knowledge andunderstanding of young peopleand the workforce.

12 Equality and diversity policiesare put into practice andresult in change.

• There is limited evidencefrom young people and theworkforce to demonstrate theimpact of equality policy andpractice in improving knowledgeand understanding.

• There is evidence of workforcetraining and non-formal learningopportunities for young people.

• The organisation hasdocumented plans forimprovement.

• There is evidence of outcomesfrom complaints.





• Equality and diversity policies, procedural documents.

• Action plans.

• Ongoing programme of equality and diversity training.

• Examples of how equality and diversity are addressed with youngpeople.

• Links to partner and corporate plans.

• Arrangements for the collection, collation and analysis of data onthe uptake of services by different groups of young people.

• Examples of how data on the participation of different groups ofyoung people are used to inform change and improvement.

• Equality monitoring and review reports.

• Examples of how data on different groups of young people areused to inform planning.

• Complaints procedures and evidence of addressing complaints ofharassment and discrimination.

• Arrangements for reviewing the effectiveness of the complaintsprocedure.

• Monitoring visits within quality assurance processes.

• Workforce and user sampling/surveys.

• Examples of assessment of the needs of specific groups of youngpeople, their families and communities.

• Examples of targeting priority groups of young people and/oridentifying priority target groups.

• Examples of analysing the progression and achievement of prioritygroups, access to employment, education and training; achievingaccreditation in non formal learning settings; take up of positiveactivities; involvement in decision making.

• Examples of how needs assessment, implementation of policy andplans have improved the participation and outcomes for prioritygroups.





10 The organisation has a visibleand proactive approach topromoting equality anddiversity through policy andpractice.

11 The impact of policy andpractice is monitored andevaluated.

12 Equality and diversity policiesare put into practice andresult in change.


1.5 Curriculum/Programme of Activities 45

1.5 Curriculum/Programme of Activities

Central to this standard is how well the curriculum/programme ofpositive activities delivers non-formal learning opportunities whichmatch the aims and objectives stated in the relevant strategy orplanning documents and meet the needs of young people. Thereshould be a clear curriculum statement.


• how the needs of young people are assessed and how plans tomeet them are developed and implemented

• how the curriculum/programme of activities supports youngpeople to extend their knowledge, ability and understandingand to develop personal and social skills

• that the aims and objectives for work with young peoplecontribute to the local youth offer and are aligned with localand national priorities

• that robust evaluation ensures planning and delivery arestrongly linked with identified needs, organisation objectivesand influenced by young people

(NB Throughout the indicator and level descriptors, the term ‘curriculum’is used as shorthand for ‘curriculum/programme of positive activities’.)


1.5 Curriculum/Programme of Activities46

• The evidence demonstrates thatthe curriculum is planned anddelivered to meet assessed needand contributes to local andnational priorities for young people.

• Delivery is supported by training,professional development andsupervision.

• The workforce, at all levels, knowshow to plan, deliver and evaluate thework for which they are responsible.

• They understand how their workcontributes to achieving broaderorganisational objectives andpriorities for young people.

13 There is a curriculum in placewhich evidences the deliveryof a range of non-formallearning opportunities andpositive activities thatcontribute to local strategicpriorities for work with youngpeople. The workforce isconfident in delivering thiscurriculum.

• The curriculum is insufficientlylinked to meeting young people’sneeds and local priorities foryoung people.

• The workforce is not adequatelyequipped with the knowledge andskills needed to plan and delivereffective services.

• Plans are in place to ensure thatthe curriculum delivers as intendedand contributes to wider nationaland local priorities for youngpeople.

• Training, professional developmentand supervision are beingreviewed to ensure they supportthe planning and delivery of effectivework with young people.

• There is evidence of thoroughassessment and monitoring of theneeds of young people.

• There is a robust link between theresults of needs assessment anduser feedback to changes made tothe curriculum which result inimproved outcomes for youngpeople.

14 Ongoing needs analysis takesplace which actively informsand directs the provision ofwork with young people. Thework undertaken has clearoutcomes for young people.

• There is limited evidence of needsanalysis.

• Monitoring of activity and outcomesis not systematic.

• There is little evidence of how theorganisation’s activities contributeto achieving local strategicpriorities.

• Information on needs is available.

• There are examples of changes tothe curriculum as a result of needsassessment.

• There are plans to improve thelinks between needs assessment,the range of activities and methodsused to deliver the work andoutcomes for young people.




• There is evidence of how youngpeople are involved in the planning,delivery and evaluation of activitiesand events.

• These activities are accessiblypublicised, with recording,reflecting, evaluating, consultingand action planning all standardpractice.

• There are many examples of goodpractice and impact resulting fromthe work.

15 The organisation candemonstrate young people’sinvolvement in planning,delivery and evaluation of itsactivities and events.

• The organisation’s activities arenot widely publicised.

• Recording, evaluating, reflecting,consulting and action planningare not standard practice.

• There are isolated examples ofgood practice but this is notconsistent throughout theorganisation.

• There are examples of goodpractice in involving youngpeople in planning, deliveringand evaluating the organisation’sactivities; and plans to ensurethat this becomes standardpractice.

• Plans are in place to develop arange of accessible publicityand promotional material.





• Curriculum/programme of activities document.

• Evidence of self-assessment against the Quality Standards forPositive Activities.

• Evidence of needs assessment and analysis of community profilesor reports and evidence of how the results have informed change.

• Referenced links to delivery plan, local youth offer.

• Every Child Matters outcomes are evidenced in thecurriculum/programme of activities.

• Referenced links to training programme/workforce developmentstrategy.

• Website links/publicity material.

• Results of workforce survey, workforce sampling.

• User survey results and evidence of follow-up.

• Sample recordings and action planning.

• Evidence of young people’s involvement and resulting change.

• Annual reports.

• The use of the Hear by Right self-assessment toolkit to developyoung people’s voice and influence on curriculum issues.

• Links between the curriculum/programme of activities and otherlocal plans or strategies such as the Children and Young People’sPlan, Local Area Agreement, Community Plan, 14-19 Partnershipdelivery outcomes.

• Young people’s plans, and evaluations; and their portfolios foraccredited awards.





13 There is a curriculum in placewhich evidences the deliveryof a range of non-formallearning opportunities andpositive activities thatcontribute to local strategicpriorities for work with youngpeople. The workforce isconfident in delivering thiscurriculum.

14 Ongoing needs analysis takesplace which actively informsand directs the provision ofwork with young people. Thework undertaken has clearoutcomes for young people.

15 The organisation candemonstrate young people’sinvolvement in planning,delivery and evaluation of itsactivities and events.


1.6 Legal Requirements 51

1.6 Legal Requirements

The focus of this standard is on how young people, the workforce andother users are provided with safe and healthy working environmentsand how policies, procedures and guidelines ensure that legalrequirements are met.

There is an expectation that legal requirements, in particular inconnection with safeguarding, should be applied to providers ofnon-formal learning.


• that the workforce is well-trained and understands legalrequirements; that changes to policy or practice are clearlycommunicated

• that specific policies that are relevant to work with youngpeople are identified, developed or adopted and consistentlyapplied

• that policies are regularly monitored and reviewed to ensurethat they are up to date with changes in legal requirements.

A policy checklist is provided for guidance on page 57


1.6 Legal Requirements52

• There are up-to-date policies,procedures and guidelines thatensure that legal requirementsfor a healthy and safeenvironment are met.

16 The organisation has policiesand practice statements inplace to meet legalrequirements for a healthyand safe environment for theworkforce, young people andother users.

• There are corporate policies inplace but there is limitedevidence of up-to-dateprocedures and guidelines toensure legal requirements aremet.

• Corporate policies are in placeand up-to-date proceduresand guidelines to ensure legalrequirements are met are indevelopment.

• The workforce has easy accessto policies and procedures forwork with young people and istrained within an ongoingprogramme.

• There is evidence of effectivecommunication of policies,procedures and guidelines andworkforce sampling throughquality assurance processes.

17 The organisation candemonstrate workforceknowledge, understandingand implementation of itspolicies and practices.

• Access to policies and proceduresis inconsistent.

• Training and communication oflegal requirements have yet tobe applied consistently.

• Plans are in place to ensurethat consistent standards areachieved.

• The workforce has access topolicies and procedures.

• Training is taking place and plansare underway to ensure thattraining, communication andworkforce sampling methods areconsistently applied.




• The organisation has robustmonitoring procedures withreview timescales and monitoringof visit schedules.

• Arrangements for monitoringand review are implementedand result in change.

18 There is evidence of regularmonitoring and review ofpolicy and practice within theorganisation.

• Monitoring and reviewprocedures are inconsistentlyapplied.

• Plans are being developed toensure a standardised approachto monitoring and reviewinglegal requirements.

• Monitoring and reviewprocedures are in place withwork being undertaken toensure they are applied regularlyand consistently and result inimprovement.





• Policy checklist.

• Examples of policies.

• Clear procedures and guidance.

• Workforce training, ongoing development and feedback.

• Workforce access to policies and procedures.

• Methods of disseminating information and communicatingchanges to policies and procedures.

• Workforce sampling.

• Monitoring procedures and schedules for undertaking monitoringvisits.

• Reports and evidence from monitoring visits.

• Evidence of developing and implementing action plans.

• Schedule for updating policies and procedures.

• Minutes of meetings that demonstrate review of legal requirements.

• Evidence of addressing statutory duties and government guidancein respect of services for young people.

• Recognised and approved licenses, permissions and approvals, asappropriate.





16 The organisation has policiesand practice statements inplace to meet legalrequirements for a healthyand safe environment for theworkforce, young people andother users.

17 The organisation candemonstrate workforceknowledge, understandingand implementation of itspolicies and practices.

18 There is evidence of regularmonitoring and review ofpolicy and practice within theorganisation.



Legal Requirements Policy Checklist*

Examples of policies and procedures

Safeguarding children and young people

Criminal Records Bureau checks

Health and safety

Data protection

Policy and procedures for use of information andcommunication technology

Guidance for information sharing

Section 11 return

Risk assessment

Equality and diversity

Equality impact assessments

Assessment and transition planning for youngpeople with learning disabilities

Outdoor activities

Transport

Trips, visits and residentials

Procedures for lone working

Procedures for dealing with drug related incidents

Guidelines for detached and outreach work

Other (please specify)

Date for reviewUpdated within the

last two yearsOrganisational

policy / statementCorporate

* this list is not intended to be exhaustive.



Section 2 – People


2.1 Personal and Social Development 61

2.1 Personal and Social Development

Young people’s learning and achievement is at the heart of thisstandard. It focuses on the purpose of work with young people inrelation to their personal and social development and how youngpeople are supported to recognise and value the progress that hasbeen made through their involvement in non-formal learning.


• that there is a range of appropriate opportunities (in groupwork and one-to-one settings) for engaging young people innon-formal learning

• that their learning and achievements are recorded

• that accredited learning opportunities are available as appropriate

• how the take up of accredited learning opportunities andrecording of progress is monitored

• how monitoring data is used to improve the offer to youngpeople based on their needs and interests

• how young people’s achievements are celebrated.


2.1 Personal and Social Development62

• Young people have access to adiverse range of non-formal learningopportunities.

• There is evidence that youngpeople learn, achieve and makeprogress. Young people are able toreflect on their achievements anddescribe what they have learned.

• Recording, evaluation andaccreditation (where appropriate)of young people’s learning isstandard practice.

• There is evidence that targetsare in place and referenced inorganisational plans.

19 Through a wide range ofopportunities, young peopledevelop and extend theirknowledge, skills, abilitiesand understanding and aresupported to recognise andvalue that progress.

• There is a limited evidence ofyoung people’s learning andachievement.

• Recording, evaluation and provisionof accredited learning opportunitiesare under-developed.

• The organisation has plans toimprove this area of its work.

• There is a range of methods ofengaging young people andevidence of their learning andachievement but the quantityand quality of this evidence isinconsistent.

• Training is in place to improvethe quality and consistency ofrecording, evaluation and youngpeople’s access to accreditation.

• Targets are being developed toensure greater consistency.

• The organisation has a robust andsystematic method of monitoringand evaluating young people’slearning and achievement.

• It can demonstrate what youngpeople learn through effectiverecording, evaluation andaccreditation practice.

• There is evidence of change toimprove take-up of relevantopportunities and, where relevant,the quality of provision.

20 Young people’s learning andachievement is monitored andevaluated.

• There is no system in place orcurrently planned which willsystematically monitor andevaluate take-up of opportunitiesand effectively informimprovements.

• There is a process in place tomonitor and evaluate take-up ofopportunities. However, a moresystematic approach is planned.

• The quality of young people’slearning and achievement ismonitored and there are examplesof changes in practice to promotegreater consistency.




• The organisation systematicallyuses data on young people’slearning, progress and achievementto monitor take-up, analyseneeds, plan, set targets andinform training.

• Performance in relation to targetsis monitored and reviewed.

• There is an organisational cultureof celebrating young people’sachievements.

21 The organisation uses data onyoung people’s learning andachievement to promote alearning culture.

• There is an ad hoc approach tousing data with a limited input tomonitoring take-up, planning,needs analysis, target setting andtraining.

• There are some examples ofevents to celebrate achievement.

• There are examples of theorganisation using data on youngpeople’s learning, progress andachievement to inform changeand improvement.

• Plans to ensure a more systematicapproach are in place.

• There is a programme of eventsto celebrate young people’sachievements.





• Session plans and evaluations.

• Examples of young people’s learning such as portfolios or examplesof recorded learning.

• Evidence of monitoring take-up of opportunities.

• Evidence of target setting and monitoring.

• Evidence of external qualifications and awards gained by youngpeople.

• Examples of change and improvement to local settings and provisionas a result of young people’s involvement.

• Surveys of users and non-users and evidence of how these haveresulted in change and improvement.

• Attendance records.

• Data from management information systems.

• Evidence of a variety of approaches to recording young people’slearning and achievement.

• Numbers of recorded and accredited learning outcomes.

• Examples of young people’s involvement in planning.

• Project evaluations and case studies.

• Discussions with young people, the workforce and managers.

• Displays and exhibitions of young people’s work.

• Publicity and promotion materials for local provision.

• Evidence forms or recordings from internal processes for assuringthe quality of face-to-face work with young people.

• Referenced links to Every Child Matters outcomes.

• Evidence that non-formal learning is part of the 14 to 19Partnership offer.

• Presentations/celebration events.

• Workforce training programme.





19 Through a wide range ofopportunities, young peopledevelop and extend theirknowledge, skills, abilitiesand understanding and aresupported to recognise andvalue that progress.

20 Young people’s learning andachievement is monitored andevaluated.

21 The organisation uses data onyoung people’s learning andachievement to promote alearning culture


2.2 Involving Young People 67

2.2 Involving Young People

This focus of this standard is young people’s active involvement indetermining and influencing the provision that they use.


• a wide range of examples of change and improvement as aresult of young people’s involvement and feedback

• that there are identified standards for young people’s participationand opportunities for diverse groups of young people toparticipate in decision making at all levels and in all areas ofwork

• that young people are regularly involved in feeding back on thequality and range of the work they engage in

• how young people are kept informed of how their voice andinfluence result in change.

The achievement of the Hear by Right Gold Award would normallyindicate that an established level has been achieved in indicators 22,23 and 24.


2.2 Involving Young People68

• Young people’s active involvementin decision making influencesservice delivery, planning,resources, communication andquality assurance.

• There is a strategy or plan forinvolving young people thatincludes standards, targets and arange of methods.

• There is extensive evidence ofgood practice from all aspects ofwork with young people.

• The organisation has completedthe Gold level of the Hear byRight Award.

22 There is a strategy for theactive involvement of adiverse range of young peoplein decision-making.

• There are individual examples ofactive involvement but littledocumented evidence of astrategic approach to involvingyoung people in decision-making.

• The organisation is workingtowards completing the BronzeHear by Right Award or similarapproved local scheme.

• There is evidence of commitment,resources and good practice ininvolving young people.

• A strategy is being developed toensure active involvement is builtinto every aspect of work withyoung people.

• There are some examples of goodpractice.

• The organisation has completedthe Silver level of the Hear byRight Award or similar approvedlocal scheme.


• There is a robust system formonitoring the involvement ofyoung people at all levels.

• The Award provides extensiveevidence of tangible change andimprovement as a result of youngpeople’s active involvement.

• The organisation has completedthe Gold level of the Hear byRight Award or similar approvedlocal scheme.

23 The organisation monitorsand evaluates the strategy toensure young people’s activeinvolvement at all levels.

• There are isolated examples ofgood practice and evidence ofchange as a result of activeinvolvement.

• There is a commitment toimproving active involvement anda plan is being developed.

• There is a resourced commitmentto improving processes for involvingyoung people.


• Systems are being developed tomonitor the involvement ofyoung people at all levels

• The Award provides some evidenceof tangible change andimprovement as a result ofyoung people’s involvement



2.2 Involving Young People

• There is evidence of embeddedand sustained changes (over atwo year period) as a result ofactive involvement.

• There is regular evidenced feedbackto young people on the changesand improvements that havebeen made as a result of theirinvolvement.

• The organisation has completedthe Gold level of the Hear byRight Award.

24 The impact of young people’sactive involvement is identifiedand measured.

• There are isolated examples ofgood practice and change as aresult of active involvement.

• There is a commitment toimproving processes and involvingyoung people and identifying theimpact of their involvement ininfluencing change andimprovement.


• There is documented evidenceof some change as a result ofthe active involvement of youngpeople.

• Plans are in place to ensure thatyoung people have opportunitiesto influence change andimprovements.



69




• Hear by Right Awards portfolios at appropriate levels. *

• Strategy for young people’s involvement.

• Target setting and performance monitoring in relation to activeinvolvement.

• Data collection and collation related to targets for involving youngpeople.

• Training, resources, structures and processes to support activeinvolvement.

• Hear by Right self-assessment or self-assessment against similarstandards.

• Examples of young people’s involvement in setting goals asindividuals and in groups.

• Referenced annual reports and evaluations.

• Evidence of change and improvement.

• Testimonial statements from young people.

• Examples of young people’s learning and achievement as a resultof active involvement.

• Examples of feedback to young people on change and improvement.

• Examples of young people’s active involvement in their owncommunities, neighbourhoods and the local area.

• Examples of young people’s active involvement in other organisationsand how this results in change and improvement.

• Examples of young people’s active involvement, in commissioning,in workforce recruitment, determining spending, influencingprogramme of activities and services.

• Data on local youth election and other democratic processes.

• Evaluations of the operation of the Youth Opportunity Fund, YouthCapital Fund, Youthbank and myplace schemes, or similar.

* From September 2010, the receipt of the Hear by Right GoldAward will be taken as evidence that indicators 22, 23 and 24 havebeen met in full.



2.2 Involving Young People 71


22 There is a strategy for theactive involvement of adiverse range of young peoplein decision-making.

23 The organisation monitorsand evaluates the strategy toensure young people’s activeinvolvement at all levels.

24 The impact of young people’sactive involvement is identifiedand measured.


2.3 Workforce Development 73

2.3 Workforce Development

This standard focuses on the impact of workforce development andhow the quality of professional development opportunities isassessed.


• that there is a workforce development policy or strategy whichpromotes understanding of the role of non-formal learning inbroader services for young people

• adequate investment in workforce development

• the steps taken to secure a well-trained workforce which,where necessary, holds relevant professional qualifications fortheir roles

• how the professional development needs of the workforce areassessed and plans to meet those needs are developed

• how the quality and impact of training and developmentopportunities is monitored and evaluated.


2.3 Workforce Development74

• There is a workforce developmentpolicy or strategy that is consistentlyapplied to all areas of theorganisation’s work with youngpeople.

• Performance management,supervision and appraisalprocesses promote and endorseprofessional development.

25 The organisation has arecognised and recognisableworkforce developmentstrategy.

• The workforce developmentpolicy or strategy is yet to beconsistently applied.

• Supervision and appraisal iscarried out on an ad hoc basis.

• There are few resources availablefor workforce development.

• There is a workforce developmentpolicy or strategy.

• The workforce is supervised andappraised.

• There is evidence of resourcesavailable for professionaldevelopment.

• Professional development needsof the workforce are regularlyassessed.

• The workforce has access to adiverse range of professionaldevelopment activity.

• Surveys and sampling demonstrategood practice in monitoring andevaluating the quality and impactof workforce development activity.

26 There is investment inworkforce development andthis investment is visible inpractice.

• Workforce surveys or samplingare not in evidence and althoughthere may be examples ofworkforce development there islittle documented evidence ofmonitoring or evaluation ofimpact.

• There is documented evidence ofworkforce development activity.

• The quality and impact of theseopportunities are assessedthrough workforce sampling andsurveys.

• There are plans to secure a morestructured process for assessingprofessional development needsand evaluating the impact ofworkforce development activity.




• Feedback from the workforcedemonstrates high qualityprofessional development activity.

• The evidence demonstrates howworkforce development makesan impact on the quality ofservices.

• The majority of the workforce has,or is working towards, appropriateprofessional qualifications.

27 The organisation has aworkforce that is fit for thepurpose of working effectivelywith young people directly orindirectly.

• Processes for monitoring andfeedback on the quality ofworkforce development areinconsistently applied.

• Appropriate professionalqualifications are in evidence butthere is no systematic process toprovide opportunities for thosewho are unqualified to gainappropriate qualifications.

• There are examples of monitoringreports and feedback on the qualityof workforce development activity.

• Plans are in place to ensure a moresystematic and effective processfor assessing the quality andimpact of workforce development.

• There is evidence that many ofthe workforce hold appropriatequalifications and plans are inplace to provide opportunities forthose who are unqualified to gainappropriate qualifications.





• Workforce development policy.

• Training and development plan with evidence of links toorganisational, local and national policy priorities.

• Publicity for training and development opportunities.

• Briefings for the workforce on the role of non-formal learning in14-19 reform agenda and raising the age of participation.

• Supervision, performance review and appraisal records.

• Percentage of budget spend on training/workforce development.

• Feedback from surveys (young people, partners and workforce) onthe quality of workforce activities.

• Numbers/proportions of the workforce with appropriate professionalqualifications.

• Numbers/proportions of the workforce who are working towardsappropriate professional qualifications.

• Numbers/proportions of unqualified members of the workforce.

• Inspection and or quality assurance/evaluation reports.

• Endorsements through other frameworks (such as matrix orInvestors in People).

• Self-assessments against quality standards for workforcedevelopment.

For example,

- Workforce development self-assessment framework (NationalYouth Agency)

- Quality standards for Positive Activities (Department ofEducation)

- Quality standards for young people’s information, advice andguidance (Department of Education)

- Quality standards for youth information, advice, counsellingand support services (Youth Access).

• Recruitment and retention reviews.

• Sickness absense analysis and referrals to occupational health.

• Examples of how workforce development has resulted in improvedservices, provision and outcomes for young people.

• Examples of continuing professional development plans.





25 The organisation has arecognised and recognisableworkforce developmentstrategy.

26 There is investment inworkforce development andthis investment is visible inpractice.

27 The organisation has aworkforce that is fit for thepurpose of working effectivelywith young people directly orindirectly.



Section 3 – Partnerships and Resources


3.1 Partnerships 81

3.1 Partnerships

The quality of partnership working is central to this standard. It seeksto assess how partnership working is deployed to meet the needs ofyoung people.

It applies to partnership working at all levels, from more strategicpartnerships to those that operate at local levels.


• how partnership working is organised through, for example,clear commissioning, service level agreements and contractsthat specify the expected aims, outputs, outcomes, roles andresponsibilities

• how the partnership work is monitored and evaluated toensure it results in improved outcomes for young people

• how services for young people are extended or improvedthrough partnership work.


3.1 Partnerships82

28 The organisation has astrategy for partnershipworking to meet the needsof young people whichactively promotes

• a range of commissioningagreements, contracts, servicelevel agreements

• a key role within localarrangements for deliveringservices for young people.

• There is little evidence todemonstrate an organised andstructured approach to partnershipworking.

• Partnership agreements,commissions, service levelagreements, contracts and theterms of grants do not adequatelyspecify expected aims, outputs,outcomes, roles and responsibilities.


• Partnership working is activelyplanned, promoted andmaintained.

• There is evidence thatdemonstrates the quality ofpartnership work.

• Partnership agreements,commissions, service levelagreements, contracts and theterms of grants specify expectedaims, outputs, outcomes, rolesand responsibilities.

• The strategy reflects theorganisation’s contribution tolocal planning for young peoplewith regard to the youth offerand the provision of integratedservices as well as broaderyouth policy priorities.

• Partnership working is activelypromoted and there are workingagreements with partners withthe intention of formalising theprocess.

• There is evidence to support anorganised and structured approachto partnership working.

• Plans are in place to ensure thatall partnership agreements,commissions, service levelagreements, contracts and theterms of grants specify expectedaims, outputs, outcomes, rolesand responsibilities.


3.1 Partnerships 83

• There is a clear statement of howthe organisation contributes to thedelivery of the Children and YoungPeople’s Plan and to achieving localand national performance indicators.

• The organisation’s contribution isreferenced in local plans andstrategies.

• Partners are clear about their rolein achieving local and nationalperformance indicators for youngpeople.

29 The organisation has anidentified and acknowledgedrole within the overall deliveryof services for young peopleand in achieving local andnational priorities for youngpeople.

• Partners and the workforce areunclear about their role in thedelivery of the Children andYoung People’s Plan or theircontribution to achieving localand national performanceindicators for young people.

• There is little evidence of currentpartnership practice.

• There is evidence of how theorganisation contributes to thedelivery of the Children andYoung People’s Plan and toachieving local and nationalperformance indicators foryoung people.

• Work is underway to ensure thatpartners are clear about theiraims and priorities.

• The impact and quality of partnership working is evaluated.

• There is evidence to demonstratehow the organisation uses thisinformation for planning andimproving services and provision.

30 The organisation evaluates theimpact of its partnership workand uses this information forplanning and improving thequality of services andprovision.

• Partnerships exist in an ad hocway.

• There are currently no systems inplace to monitor the effectivenessof partnership arrangements.

• There are arrangements forevaluating partnership work butthese are inconsistently applied.

• There are plans to ensure thatevaluation is used to capture thequality and impact of partnershipwork and to ensure thisinformation is used for planningand improving services.



3.1 Partnerships84


• Evidence of the organisation’s contribution to delivering EveryChild Matters outcomes such as referenced links in the Childrenand Young People’s Plan, Local Area Agreement and other relevantplans and strategies.

• Examples of partnership working to achieve local and nationalperformance indicators for young people.

• Strategic plans and local strategies.

• Examples of the contribution to local strategic partnerships suchas the Teenage Pregnancy Partnership, DAAT, Crime and DisorderReduction Partnership, 14 to 19 Partnership.

• Examples of links with employers to involve them in high quality14 to 19 delivery.

• Examples of how partnership working has informed planning.

• Joint working, including training provision and other eventsincluding celebrations.

• Evaluation reports.

• Action plan and timetable for monitoring.

• Results of partnership surveys and other externally derivedfeedback.

• Examples of service level agreements, contracts, commissioningarrangements or procedures for grant making.

• Examples of partnership consultation.

• Workforce surveys.

• Participation in local Compact arrangements.

• Examples of data and other information derived from partnershipworking.

• Examples of how the range and quality of services and provisionhave improved as a result of partnership working.



3.1 Partnerships 85


28 The organisation has a strategyfor partnership working tomeet the needs of youngpeople which actively promotes

• a range of commissioningagreements, contracts, servicelevel agreements

• a key role within localarrangements for deliveringservices for young people.

29 The organisation has anidentified and acknowledgedrole within the overall deliveryof services for young peopleand in achieving local andnational priorities for youngpeople.

30 The organisation evaluates theimpact of its partnership workand uses this information forplanning and improving thequality of services andprovision.


3.1 Partnerships86






3.2 Resources 87

3.2 Resources

The targeting of resources to meet local needs and priorities foryoung people is at the heart of this standard. There is an emphasis onthe organisation’s strategy for deploying resources and how efficientlyand effectively resources are generated and deployed.


• that the strategy for deploying resources is fit for purpose

• how the use and impact of resources is monitored

• how assessments about value for money are made

• how those assessments influence planning.


3.2 Resources88

• There is a clear rationale fordeploying resources and evidencedemonstrating how this links toan analysis of young people’sneeds and achieving organisationalpriorities.

• Clear financial governance isapparent.

• Budgetary spend is within acceptedboundaries and any ongoingimprovement or investment ininfrastructure is documented.

31 The organisation has aresource strategy linked toan assessment of youngpeople’s needs, organisationalpriorities and performanceindicators.

• There are few documented linksbetween resource management,young people’s needs andorganisational priorities.

• There is evidence of continuingbudgetary over/under spend withlittle opportunity for investmentand/or improvement.

• The organisation can demonstrateeffective links between an analysisof young people’s needs,organisational delivery andresource management.

• Spend is on target for the currentyear and there are plans forongoing improvements.

• Monitoring and review of theuse of resources takes placesystematically.

• There is evidence of young people’sinvolvement with the allocation ofresources.

• Opportunities are taken to generateadditional resources for local use.

32 Resources are efficiently andeffectively generated anddeployed in support of policy.

• There is no systematic process formonitoring and reviewing the useof resources and little evidence ofyoung people’s involvement.

• Resource monitoring and reviewprocedures are currently beingimproved to include a moresystematic approach, with plansunderway for improved feedbackfrom the workforce and youngpeople.



3.2 Resources 89

• The organisation can demonstratea value for money approach andprovide evidence of resultingchanges.

• Young people are routinelyconsulted and involved in makingdecisions about the use ofresources.

• The workforce and young peopleare asked to comment on thequality of resources and resourceissues.

33 The organisation measuresthe impact of its resourcesand uses this informationto plan services for youngpeople and to assess itsoverall effectiveness.

• Few documented examples areavailable of feedback from theworkforce and young people onresource related issues.

• There is little evidence that theorganisation assesses value formoney.

• The organisation can evidencevalue for money managementjudgments and demonstratechanges made as a result ofmonitoring and review.

• Improvements are planned toensure routine feedback from theworkforce and young people isfollowed up.



3.2 Resources90


• Resources strategy.

• Evidence of links between young people’s needs and deploymentof resources.

• Referenced resource links to business/delivery plans.

• Evidence of effective on-target budget management (at least twoyears).

• Evidence of income generation.

• Examples of resource monitoring.

• Evidence of how the organisation assesses value for money.

• Evidence of how savings are generated.

• Evidence of young people’s satisfaction with service provision.

• Internal audit (at least two years).

• Value for money system/framework.

• Evidence of workforce understanding of value for money.

• Evidence of young people’s involvement in decisions aboutresources.

• Examples of how benchmarking is used to assess value for money.



3.2 Resources 91


31 The organisation has aresource strategy linked toan assessment of youngpeople’s needs, organisationalpriorities and performanceindicators.

32 Resources are efficiently andeffectively generated anddeployed in support of policy.

33 The organisation measuresthe impact of its resourcesand uses this informationto plan services for youngpeople and to assess itsoverall effectiveness.


3.2 Resources92







Appendices



Appendix A – Mapping the Links

Positive Activities reflect young people’s needs and interestsThis section is covered by a number of our sections; the Policy and Strategy section in which it is expected that a robust quality assurance system is in place and a curriculumwhich meets the needs of local young people. Young people’s participation and involvement is covered in Section 2 by Personal and Social Development and Involving YoungPeople. Measuring the impact and ensuring the quality is covered by quality assurance. The input of a number of providers is dealt with in section 3, Partnerships andResources, in the Resources specific indicator.

Quality Standards for Positive Activities1

1.1

1.2

Relationship to NYA Quality Mark

Providers ensure that young people participate actively in all stages ofthe design, delivery and evaluation of Positive Activities

Providers encourage young people’s sustained participation in PositiveActivities by tailoring activities to meet their needs and interests

Section 1.3 Quality AssuranceThis standard focuses on quality assurance processes and how the outcome of quality assurance isused to support continuous improvement.

Section 1.5 Curriculum/Programme of ActivitiesCentral to this standard is how well the curriculum/programme of positive activities delivers non-formallearning opportunities which match the aims and objectives stated in the relevant strategy andplanning documents and meet the needs of young people.

Section 2.1 Personal and Social DevelopmentYoung people’s learning and achievement is at the heart of this standard.

Section 2.2 Involving Young People This focus of this standard is young people’s active involvement in determining and influencing theprovision that they use.

Section 2.3 Workforce DevelopmentThis standard focuses on the impact of workforce development and how the quality of professionaldevelopment opportunities is assessed.

Section 3.2 ResourcesThe targeting of resources to meet local needs and priorities for young people is at the heart of thisstandard.

Section 1.5 Curriculum/Programme of Activities (see above)Section 2.1 Personal and Social Development (see above)Section 2.2 Involving Young People (see above)

Young people are helped to achieve positive outcomes through Positive ActivitiesThe Quality Mark covers this through the following sections; Curriculum/Programme of Activities and Personal and Social Development. The internal PerformanceManagement systems provide the mechanisms to ensure that this is happening and the Workforce Development section ensures that the workforce is fit for this purpose.

Young people are aware of the Positive Activities available to them This section is mainly covered internally by the Section 1 indicators on Performance Management and Management Information and externally by the Curriculum focus later inthe section, plus some links to the workforce’s role in information giving and signposting.



Providers have regard to the needs of young people arising from theirfamily circumstances when providing Positive Activities

Providers give commissioners accurate and comprehensive informationabout their activities

Providers ensure their staff are aware of other provision locally andthat they signpost young people to the activities and services thatbest meet their needs

Providers promote Positive Activities to young people

Providers challenge and stretch young people and encourage and supportthem to set and achieve personal goals

Section 1.4 Equality and DiversityThe promotion of equality and diversity through policy and practice is at the centre of this standard.The emphasis is on impact – how equality and diversity policies and practice improve young people’saccess to youth work as well as the outcomes they achieveSection 1.5 Curriculum/Programme of Activities (see above)Section 2.1 Personal and Social Development (see above)Section 2.2 Involving Young People (see above)Section 3.2 Resources (see above)

Section 1.1 Performance ManagementThe management of performance within an overall vision for the provision of effective work withyoung people is the focus of this standard.

Section 1.2 Management InformationThe focus of this standard is on how management information including statistical data is collected,disseminated and used to develop plans, set targets, manage performance and assess overall effectiveness,impact and value for money.

Section 1.1 Performance Management (see above)Section 1.2 Management Information (see above)Section 2.3 Workforce Development (see above)

Section 1.5 Curriculum/Programme of Activities (see above)

Section 1.5 Curriculum/Programme of Activities (see above)Section 2.1 Personal and Social Development (see above)

1.3

2

2.1

2.2

2.3

3

3.1

Positive Activities are planned, commissioned and evaluated collaborativelyThe Partnerships section seeks to ensure that positive activities are planned collaboratively with the necessary structures in place, and performance is scrutinised and managed.The Quality Assurance and Workforce Development sections ensure that the workforce has the necessary skills, resources and processes in place and that all aspects of qualityare assured and evaluated.

Positive Activities promote equality of opportunity, celebrate diversity and challenge stereotypesSection 1 on Policy and Strategy has a critical indicator on Equality and Diversity, supported by complementary indicators in Personal and Social Development and InvolvingYoung People which reinforce the need to monitor uptake and take action to assure equality of access and opportunity. Young people’s direct and active contribution to theseprocesses is seen as central to success in this area.



Providers use Positive Activities to develop young people’s social,emotional and self-management skills and improve educationalparticipation and attainment/achievement

Providers ensure that their staff and volunteers are able to recognisewhen young people would benefit from early preventative support andknow how to refer these young people to the agencies that are bestplaced to help them

Providers challenge risky behaviour and support young people to findalternative activities

Providers engage closely with the planning and commissioning ofPositive Activities

Providers make the best use of resources by seeking out opportunitiesto collaborate with other providers

Providers take action to improve services in response tomonitoring/review/evaluation findings

Providers require staff and volunteers delivering Positive Activities todemonstrate appropriate knowledge, skills and competence and towork to relevant professional standards

Section 2.1 Personal and Social Development (see above)Section 1.5 Curriculum / Programme of Activities (see above)

Section 1.1 Performance Management (see above)Section 1.5 Curriculum/Programme of Activities (see above)Section 2.1 Personal and Social Development (see above)Section 2.3 Workforce Development (see above)

Section 1.5 Curriculum/Programme of Activities (see above)Section 2.3 Workforce Development (see above)

Section 3.1 PartnershipsThe quality of partnership working is central to this standard. It seeks to assess how partnershipworking is deployed to meet the needs of young people.

Section 3.1 Partnerships (see above)Section 3.2 Resources (see above)

Section 1.1 Performance Management (see above)Section 1.3 Quality Assurance (see above)

Section 2.3 Workforce Development (see above)

3.2

3.3

3.4

4

4.1

4.2

4.3

4.4

5

Positive Activities are safeThis section is clearly cross referenced in Section 1.6 Legal Requirements, which includes a helpful – but not exhaustive – checklist of policies and procedures that providersmight consider. There are also relevant aspects in the Resources section. Workforce development seeks to ensure that the staff have the appropriate knowledge, expertise andtraining to provide and maintain safe activities and the voice and influence of young people is seen as essential for good health and safety practice.



Providers encourage participation by young people from a range ofbackgrounds

Providers ensure activities promote equality of opportunity and challengestereotypes and are sensitive to the needs of individual young people

Providers ensure that all statutory requirements regarding safeguardingand health and safety are met

Providers ensure that activities are provided in spaces that are suitable for theactivities on offer and that they contain appropriate facilities and equipment

Providers have in place, and actively implement, policies and proceduresto ensure the safety and wellbeing of young people, staff and volunteersincluding in relation to aggressive and inappropriately risky behaviour

Providers ensure that staff and volunteers are recruited and selectedsafely and that legal CRB/vetting requirements are met

Providers ensure that young people, staff and volunteers understandhow to raise concerns and make complaints and that appropriateaction is taken in response to issues raised

Section 1.4 Equality and DiversitySection 2.1 Personal and Social Development (see above)Section 2.2 Involving Young People (see above)

Section 1.4 Equality and Diversity (see above)

Section 1.6 Legal RequirementsThe focus of this standard is on how young people, the workforce and other users are provided withsafe and healthy working environments and how policies, procedures and guidelines ensure that legalrequirements are met.(See checklist made available to support this indicator).

Section 1.6 Legal Requirements (see above)Section 3.2 Resources (see above)

Section 1.6 Legal Requirements (see above)Section 2.3 Workforce Development (see above)

Section 1.6 Legal Requirements (see above)

Section 2.3 Workforce Development (see above)Section 2.2 Involving Young People (see above)Section 1.6 Legal Requirements (see above)

5.1

5.2

6

6.1

6.2

6.3

6.4

6.5



Appendix B – Glossary

ECM OutcomesEvery Child Matters outcomes originated in the Every Child Matters GreenPaper 2003. The then government’s aim was for every child, whatever theirbackground or circumstances, to have the support they need to achieve thefive outcomes: be healthy; stay safe; enjoy and achieve; make a positivecontribution; and achieve economic wellbeing.www.everychildmatters.gov.uk

EFQMThe European Foundation for Quality Management is a membership basednot for profit organisation created in 1988. It is the owner of the EFQMExcellence Model and provides a portfolio of services for its members.www.efqm.org

Hear by RightHear by Right is a set of tried and tested standards for organisations acrossthe statutory and voluntary sectors to assess and improve practice andpolicy on the active involvement of children and young people.www.nya.org.uk/hearbyright

IIPInvestors in People standard. The indicators within this document help todefine and describe success factors within each of the standards.www.investorsinpeople.co.uk

IYSS Integrated Youth Support Services defines the intention to provide servicesto all young people according to their needs and is a key element of theimplementation of Youth Matters.www.everychildmatters.gov.uk

Level descriptorsThe level descriptors provide a short description of the characteristics neededto reach a prescribed level. Within this document the levels are Established,Aspiring and Emerging.

MISManagement Information System. This may be either a computer or paper-basedsystem across the service or organisation which ensures the collection ofinformation about users and services, which is used by management tomonitor, evaluate and identify needs, and to provide information for funders,sponsors and commissioning bodies.

PIsPerformance Indicators are quantifiable measurements that reflect the successcriteria of an organisation. They are used to indicate the performance of anorganisation.



Appendix C – Self-Assessment Feedback Form

Name of organisation

Address

Region

Contact email:

Telephone

Date

This form needs to be completed and forwarded to the National Youth Agency. This is to assist the NYA in its monitoring and evaluationprocedures. Information gained from this form will only be used anonymously and in the context of enabling the NYA to gain a nationalperspective and inform and improve the self-assessment process.

Head of service/organisation

Name of person(s) completing self-assessment and position(s) in

organisation

Return to:

Quality Mark Administrator,

National Youth Agency,

Eastgate House,

19-23 Humberstone Road,

Leicester LE5 3GJ.



Appendix C – Self-Assessment Feedback Form

Comments on organisation’s self-assessed position

Comments on process (please indicate here any comments you

may have on how the process could be improved etc)

Organisation’s current position

Can you indicate how many of the standards are in each scoring

level?

Established

Aspiring

Emerging

Signed

Position

better outcomes for young people quality mark for young ...€¦ · that improve outcomes and...

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