bhip, brighton and hove inclusion project, impact report ......2 | p a g e bhip impact report and...

2012

Produced by Jim Simpson Consultancy with

the BHIP Staff Team

Evaluation of BHIP’s child-care, play, youth

work and family support in Brighton and

Hove

BHIP, Brighton and Hove Inclusion Project,Impact Report and Evaluation

2012


the BHIP Staff Team



Hove


2012


the BHIP Staff Team



Hove


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BHIP Impact Report andEvaluation

Preface

Brighton and Hove Inclusion Project(BHIP) has been providing play, child-care,youth work, volunteer training andsupport to families since 1996. Thisreport introduces BHIP’s work,summarises what it does and reports backon external evaluation and internal reviewof the organisation’s work

We are proud of the fact that we havesustained our work and that so manychildren have enjoyed our lovely clubs.Over recent years we have expanded ourclubs and sessions. Now more childrenand families can enjoy playing in safe andstimulating environment whilst they canalso explore their passions and take risks.Our free play approach, diverse activityprogramme and inclusion of children withvarying abilities and needs helps hundredsof families in Brighton and Hove. In 2012we have taken the opportunity toevaluate our work further. We have inplace continuous improvement,assessment and evaluation with childrenand parents before and after sessions, aswell as on-going review in our staff teams.We have extended evaluation by bringingin an independent evaluator, andundertaking further internal review ofmany activities.

Sustaining our work and getting funding isa perennial challenge. At the same timethe need and demand for child-care for allsorts of children grows exponentially.More and more families want after schoolcare and want ‘inclusive play’ that activelycreates inclusion and diversity ofexperience. This demand and need is well

above and beyond the means available forproviding for it. We would love to openmore clubs in more places; extend ourtraining and workforce development; andbe able to have more 1:1 and familysupport. We really hope that the fundingenvironment and our work with partners(schools and children’s services amongstthem) will enable this to happen.

Please look at the contents below to guideyou through our evaluation as well asproviding an explanation of what we doand what has been achieved alongsidesome really interesting stories and insightsfrom parents.

We hope that this report is useful to youwhether you are a potential partner orfunder, a parent, a local resident or youare interested in how inclusion can workin practice.

Andrew Scanlon, Chair of Trustees1

Report ContentsPage

Summary of BHIP’s Work 31) Why BHIP 72) What BHIP Does 103) What Difference BHIP Makes 154) What People Say About BHIP 205) Conclusions, recommendations 256) Who Runs BHIP 287) Note on Evaluation methods 28Daily Briefing Record Example 27Play Types 31Sample Parent Evaluation Form 32BHIP contact details 33

1 Outgoing Chairperson. Diana Leach is now Chair

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Summary of BHIP’s work

BHIP (Brighton and Hove InclusionProject) runs play, youth work and after-school activities for children and familiesin Brighton and Hove. It has worked withhundreds, if not thousands, of childrenand families over the past 15 years plusthat it has been operating.

In the most recent year of operation BHIPhas:

Worked with 146 children Run an after school club, a

Saturday club, youth club andholiday clubs

Worked with 58 children withspecial needs

Trained, mentored and supported18 volunteers from many differentbackgrounds and levels ofexperience. In total 28 volunteershave been involved in BHIP duringthe year

provide a wide range of activitiesincluding social, artistic, cultural,creative and health relatedactivities through the clubs.

Expanded its capacity forsupporting children withadditional needs on a one-to-onebasis

Supported parents and carers andprovides a much needed resourcelibrary.

Evaluation:

BHIP has monitored and evaluated itswork using the following processes:

a) Through a continuous improvementand evaluation processes with children,parents and staff teams. This includesdebriefing sessions using evaluationquestions as laid out in the form attachedas an appendix to this report.

b) Quality assurance processes includingthose required for OFSTED compliance aswell as to comply with public funderrequirements.

c) Through the use of an independentevaluator as in this report.

This report gives examples of how BHIPmakes a difference in line with theobjectives as detailed in BHIP’s BusinessPlan.

BHIP’s development and fundingover recent years:

In 2008 BHIP received £243,083 as a 5year grant from The Big Lottery Fund torun inclusive, out of schools clubs alongwith volunteer training programmes. Theaim of the volunteer training was toimprove the lives and opportunities ofchildren and young people in Brighton andHove. The project was informed by BHIP’smany years of experience in runninginclusive clubs along with the on-goingevaluation of its activities. The project was

“The idea for Adam in attending BHIPwas to gain social interaction with hispeers, because Adam is in an autisticunit at school there is no opportunity tointeract with his peers.. This is why BHIPhas been so brilliant.... It has broughthim out of his shell and reduced hisanxiety because everyone likes him andis nice to him. Also everyone treats himlike an equal, like someone withmainstream abilities, in the way theyinteract and talk to him; this is amazingfor his self esteem.

From Linda, a parent (with more aboutAdam in the big ‘Gallery of Feedback’)later on in this report)

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developed in response to a researchproject carried out by the city’s Childrenand Young People’s Trust which identifiedthe need for more social and leisureopportunities in various neighbourhoodsacross the city.

The success of the Big Lottery Fund - BLF -formed the basis of BHIP’s 5 year BusinessPlan (from April 2008 to March 2013). Oneof the project objectives was to increasethe number of clubs and sessionsdelivered during this period. Since thegrant from BLF was less than the initial bidof £332,696 further funding had to besecured from Brighton and Hove CityCouncil, Children in Need, SussexCommunity Foundation and People Can tosupport expansion of the project.

The Big Lottery Fund (ReachingCommunities programmes) supportsprojects that work in targeted geographiccommunities with groups of people withspecific needs. It aims to fund projectsthat work with groups or people who aremost in need. The 3 agreed priorities ofthe Reaching Communities programmethat BHIP focused on were:

People having better chances inlife

Stronger communities with moreactive citizens

Healthier and more active peopleand communities

The Reaching Communities funded projectstarted in 1st April 2008 and finishes 31st

March 2013. This evaluation highlightsBHIP’s achievement against it’s fiveoutcomes which clearly respond to BLF’s 3agreed priorities as well as the milestonesidentified. It was noted that good progresshas been made against the remainingmilestones that were not yet fullyachieved at the time of this evaluation.Due to the limited funding and in order toensure provision of the highest quality of

services (often in innovative new areas ofoperation) activities were delivered inpartnership with other organisations andindividuals as required. More than 480children/young people, 82 volunteers and35 paid staff have benefited directly fromthe project since 2008. A further 245children and young people benefited fromthe project indirectly through jointdelivery of activities with otherorganisations as well as through individualchildren using the community centrefacilities from which BHIP operates.

80% of BHIP’s volunteers went on to workfor other children’s service-providersincluding schools, after school servicesand youth clubs. As such BHIP’sexceptional local service provision andtraining is benefiting many moreorganisations and children as our‘graduates’ have taken their acquiredskills and experience of inclusive work toother providers, activities and settings.

As most funding streams are coming to anend, it is important for BHIP to startworking on consolidating its services anddeveloping appropriate sustainabilitystrategies:

1) To determine which key activitiesBHIP needs to focus on, inparticular building on activitiesthat have worked well.

2) To widen its funding sources aswell as income generationactivities: This includes furtherdeveloping the After School Clubinto a successful social enterpriseto generate more income as far aspossible.

3) To Explore commissioning andjoint working with partners; onlinedonations (e.g. Justgiving which isalready set up), innovativefundraising events andphilanthropic opportunities.

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4) Develop performancemeasurement tools to fully meetusers and quality needs

BHIP’s offer to the community:

The BHIP package provided for children,young people and parents get is trulyunique, especially so in Brighton andHove. Inclusion and integration have beenthe mission of BHIP long before theybecame a priority for children’s serviceand education in general. BHIP has formany years successfully been ‘doing’inclusion.

BHIP’s clubs and support activities includeand involve all children and young people.They grow together and they developtheir confidence, communication skillsand awareness of themselves and others.This evaluation has demonstrated thatthis vision is being realised and that BHIPcreates:

THRIVING CHILDREN:Children and young people havefun, learn, develop and flourish

HIGH SATISFACTION:Parents and partner organisationare very satisfied with the servicesBHIP offers

A QUALITY SERVICEParents and partners - such asSchools and Children’s Services -appreciate BHIP’s child and youngperson focussed activities and rateit very highly

A UNIQUE OFFER TO THECOMMUNITY:BHIP’s skilled inclusivity is unique.It is integrating and includingchildren with differing and diverseinterests, talents, motivation,needs and conditions

PARENTING SUPPORT:

Parents get to know one anotherand build up supportive andhelpful networks through gettingto know each other at BHIPsessions, clubs, events andtraining. This is an extra benefitabove and beyond BHIP’s directwork with children.

“My little boy has been coming to BHIPsince he was in reception and he is nowaged 9. He has special needs. BHIP isfantastic for him because it is fullyinclusive and he gets all the help andsupport he needs to practise his socialskills and join in with everything. Hereally enjoys it there. The staff arefantastic, especially Mary and Vic. Theyare lovely people and very good atcommunicating with me and we sort anyproblems that my son has out together.BHIP gives me a much needed break,especially in the long summer holidays.Because my son is an only child it's greatfor him to interact with other children. Healso goes to their after school club on aFriday which means that after work I cando the shopping for the weekend and havea much needed cup of tea in peace before Igo and pick him up. BHIP is fab!”Alison, Parent

Comment from Lisa17th Oct emailLisa, Parent

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Local needs and provision

BHIP provides a life-line for manyfamilies. It is part of a range of afterschool and family support activities inthe City. The package of clubs, parentcarer support and activities in the Cityis significantly under- resourced andlacking capacity even-though there arebeacons of high quality provision ofwhich BHIP is one.

Increasing needs and fewerresources:

Now is the time for BHIP to beexpanding its offer to the community.Expanding and building upon its solid,secure and valuable service provision.There is now more of a need for childcare, in quantity terms, as so fewplaces are available in so fewlocations. Also high quality andintensive support is very much undercapacity. For instance respite forparents who have a child with a highneeds as well as child-care for parentsreturning to work is worryingly under-catered for.

Evidence points towards a growingchild population locally withincreasingly divergent needs andabilities, whilst public sector support,service and grants are, overall, beingcut.

1) Why BHIP

Back in the 1990s, when BHIP first startedits after school care, local communitieswere desperate for more and better child-care. Against this back-drop BHIP set upits after-school clubs to provide inclusive

play opportunities where all children, withor without additional needs, can playtogether, learn and thrive.

Meeting local needs:

The need for BHIP’s clubs and activitiesremains acute. In most areas the localneed for BHIP’s play and youth workcontinues to increase. It is clear fromevaluating parent’s experiences and fromobserving BHIP’s activities that childrenreally enjoy coming to BHIP and that itmeets their critical social anddevelopment needs. BHIP enableschildren to enjoy themselves, progressand achieve. Parents need BHIP so thatthey can work or undertake training andfurther education. This includes parentsreturning to work who otherwise wouldnot be able to cope with the complex setof demands placed on them. Parents alsouse the service to get some respite fromlooking after their child. This is especiallywhere the child has an additional needsuch as an Autistic Spectrum Disorder or aSpecific Learning Difficulty.

BHIP serves communities with high needs– which in Brighton and Hove are actuallymuch higher than observed in the South

Youth Club woodland workshop

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East generally. Across the City of Brightonand Hove 22% of children are living inpoverty. For many parents even with a‘normal’ child profile this creates asituation that is obviously acute. Forfamilies where there are children withdisabilities the situation is even moreextreme; “because they have a high risk ofliving in poverty with a greater risk ofreduced income accentuated as a result ofthe recent benefit changes”2. In fact thisis but one of many reasons why familieswith disabled children or children withadditional needs are more likely to beboth financially as well as sociallydisadvantaged.

BHIP’s after school club and youth clubprimarily serves the Hangleton and Knollareas of the City which is an area of thecity considered to be in the top 10% mostdeprived areas of the country,experiencing a 46% lone parent level with63% having reported experiencingdepression at some point in time.3

Children and families who are considered‘hard-to-reach’ and children that otherclubs, services and groups find hard-to-include are catered for through BHIP’sservices. This comment below illustratesthis point.

2 Local Authority and Health Trust “JSNA JointStrategic Needs Assessment” 2011 and 20123 Local need consultation Hangleton and KnollProject 2012

In Brighton and Hove not only is the childpopulation rising but so is the incidenceand severity of additional needs.

According to the Local Authority’s ownassessment4 3,391 children in the citywere assessed as having a specialeducational need or a need requiringadditional support / school action.

Introduction to BHIP and itsinclusion approach

BHIP is a charity organisation that wasformed in 1997 by a group of parents ofchildren with disabilities and special needsto enable them to interact with theirmainstream peers and to provide respiteto their parents. Since then the projecthas expanded to include children andyoung people who face other socialdisadvantages including financial supportand language barriers. Its main objectiveis to provide inclusive out of schoolopportunities that bring together childrenand young people with and withoutdisabilities/special needs and those fromfamilies with low incomes to play, learnand socialise together on the basis ofequality. This reduces isolation andprovides support so that children and

4 Ibid footnote 3

.....”the quality of care andunderstanding that Jake gets atBHIP is unmatched by anything elsehe does. We simply have not foundany other situation that enables Jaketo ‘be himself’ whilst being in a socialand controlled environment”

Julie, Parent

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young people can achieve their fullpotential.

Through working alongside children andyoung people with diverse needs as wellas their families, BHIP is developing aninclusive and enabling environment. Thisaddresses issues of social exclusion andinequalities and it promotes a sense ofrespect and togetherness in children andyoung people.

BHIP’s strength is in its ability to reach outto isolated children and young peopleusing its skills and experience in inclusiongained over many years. Through itsprojects and activities it brings togetherchildren and young people from diversebackgrounds giving them access toopportunities and a chance to interactwith each other to form meaningfulrelationships.

Inclusion is always a challenge both interms of the financial resources itrequires and the commitment itdemands. This is why services tend tobe specialised for classified groups ofchildren hence leaving children growingup isolated from each other with littleunderstanding and less ability to dealwith differences among them. BHIPaims to reduce barriers to inclusion byinvesting in suitable services, activities,materials, resources and staff trainingand development to respond effectivelyto the needs of each individual child.(Shonge Holdgate, Manager 2012)

BHIP’s clubs provide a focal point wherechildren and young people, many ofwhom are marginalised, are able to accessaffordable services and facilities that meettheir various, and often competing, needs.

BHIP strives to achieve the above by:

Operating out of school activitiesfor children and young people

aged 3 to 19 years old at variouslocations across the city.

Running a volunteeringprogramme; recruiting, trainingand providing hands on experienceof working with children, who havea variety of needs, to individuals,students and members of thecommunity.

Working in partnership withschools or other organisations thatare interested in working towardsthis inclusion ethos, by reducingbarriers to accessing opportunitiesfor children and young people.

BHIP currently works with 152 childrenand young people of which 56 havespecial needs and about 72 come fromfamilies with low income.

Engrossed busy decorating masks

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2) What BHIP Does

After School Club and Holiday Club

A Monday to Friday After-School Cluband Holiday Play Scheme for 3 to 11 yearolds

This runs from Hangleton CommunityCentre. The club currently has between18 and 21 children attending at eachsession. It provides 25 affordable placesper week for children who receive freeschool meals or those who need financialsupport for other reasons with parentspaying as little as £2 per session. Afurther 8 places per session are providedto children with special needs.

Saturday Club

A weekly Saturday morning club for 5 to12 year olds with between 10 and 15children attending each session

The club has been running since 1997 andmost of the children have special needs.

The Saturday club promotes Inclusionthrough play.

We run play sessions every Saturdaymorning during term time from 9.30-12.30 for children between 5-11 years.We are situated in Florence RoadFiveways. We have an amazing settingwith a large field and a newly builtcentre that the children love.

We provide a range of differentactivities and themes such as cooking,arts and crafts as well as role play. Ahealthy snack is also provided which canrange from soup/pizza to Indian foodwhich the children help prepare every

week, we have some excellent chefs atBHIP!. We try and encourage thechildren to explore their playopportunities and promote freedom andchoices as part of our ethos. We haveseen the children develop and grow inconfidence both socially and physically.The main reason we are so unique is thechildren get to understand that we areall different and that is OK and it iswonderful to be part of this project.We have an amazing team of staff andvolunteers who help to make thesessions as magical as possible.”

Naomi Holdgate, Saturday ClubSupervisor

Youth Club

A Saturday Afternoon Youth Club for 11to 19 years which started operating in2010.

It has between 8 and 15 young peopleattending per session with 2/3 havingspecial needs.

“We run sessions every Saturday from12.30-3.30pm at Hangleton CommunityCentre for youth aged 11+.

We encourage the youth to takeownership and make choices as to whichactivities they would like to pursue.These have included a wide range ofoutdoor and indoor activities, workshopsand trips that reflect their needs. Wealso have regular cooking workshopswith an emphasis on healthy eating!”

Ade Lovejoy Youth Club Supervisor

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Volunteer and Training Programme

A volunteer recruitment and trainingprogramme which runs 3 times a year.

BHIP has provided training and workexperience for up to 10 volunteers at eachprogramme of which many have gainedemployment or went on to furthertraining.

What happens at BHIP clubs?

BHIP provides a range of activities whichare able to differentiate as to theindividual child or young person’s interestso that their own curiosity can bestimulated and their preferences met.

Below is a taster list of a few of the thingsthat BHIP has done at its clubs in recenttimes – plus there is a sample programmein the appendices.

Staffing, quality and training

BHIP is able to provide high quality careembedded within a good fun experience

for a range of children partly because ithas a very high staff to child ratio. This isusually 1:5/6 or better. Additional staffmembers are deployed to supportchildren who need 1:1 attention. BHIPhas trained up highly skilled andresourceful staff and volunteers. It has adedicated, enthusiastic and resourcefulstaff team with both parents and staffhaving every confidence in the leadershipof clubs.

Having an excellent team does not justhappen nor can it be simply purchased.BHIP attracts motivated people to comeand be play workers and then nurturesand trains them up with the ethos, skillsand knowledge they need. BHIP has putconsiderable effort, over many years, intomentoring / supporting people on the jobas well as providing additional trainingwhich has ensured BHIP always has highlyskilled and experienced play-workers atall the sessions delivered.

Below is an example of a BHIP internalvolunteer training course:

Date Session VenueWed6.00pm to9.00 pm

BHIPINDUCTION&INTRODUCTIONTO POLICIES &PROCEDURES

Kings HouseTrainingRoom 1

Wed6.00pm to9.00 pm

DisabilityEquality andInclusion/Equality ofOpportunity


Wed6.00pm to9.00 pm

Play andplayworkChildren’s wellbeing


Wed6.00pm to9.00 pm

Working withindividualchildren/Working in ateam


Sports, abseiling, football, makingpuppet, trips out (e.g. a arm, a zooa steam railway) and much more..

Cooking activites e.g. healthypizza's, celebrations for festivaldays, child/young person ledactivites of their choice and muchmore...

Crafts, art, playing woodlandgames, kayaking, archery, graffittiart, banner makiing and muchmore...

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Wed6.00pm to9.00 pm



Wed6.00pm to9.00 pm



Wed6.00pm to9.00 pm



Sports, abseiling, football, makingpuppet, trips out (e.g. a arm, a zooa steam railway) and much more..

Cooking activites e.g. healthypizza's, celebrations for festivaldays, child/young person ledactivites of their choice and muchmore...

Crafts, art, playing woodlandgames, kayaking, archery, graffittiart, banner makiing and muchmore...

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Wed6.00pm to9.00 pm



Wed6.00pm to9.00 pm



Wed6.00pm to9.00 pm



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In addition to extensive on the job trainingand mentoring staff undertake training inspecific topics such as; challengingbehaviour and makaton, as well othertraining that contributes to Level 2 andLevel 3 awards.

The Child-Care and Play Workforce

BHIP has not only developed and trainedits own staff over many years it has alsomade a big contribution to developing thelocal work-force across the city. Manypeople have been recruited into thesechild-care activities and then trained anddeveloped as outlined above. As suchschools, child-care providers and the localeconomy get a continual benefit throughBHIP acting as a local training ‘school’ inchildcare and play.

Potential foster carers have come to BHIPfor their essential child-care experience.Also BHIP has provided an ideal workexperience setting for volunteers fromdiverse backgrounds5 (including thosespeaking different languages, fromdifferent cultures and coming from adiverse set of countries) and adults withspecific needs (such as health issues andmild learning disabilities).

The BHIP approach

The driving force at BHIP is to provide asmuch opportunity as possible for childrento enjoy themselves, learn and grow,

5 All BHIP volunteers are suitably assessed andsupervised

Why Play?

Through play children develop socially,emotionally, physically, creatively andintellectually. BHIP provides play that isfreely chosen and self-directed. Thisencourages children to experiment with‘Play Types’ such as creative play,symbolic play, re-capitulating experienceor social play (for a fascinating look at thissee the play types page in theappendices).

At the same time as nurturing free playand choice BHIP staff also plan anddevelop activities using the POA modelapproach.

Observation

Observation describes the process ofwatching and listening to the children inour care and taking note of any significantinformation. This is supported byinformation provided by parents andcarers.

Assessment

BHIP assesses children’s play, preferencesand progress by analysing theobservations it makes of children.Observation and experiment informs the

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staff team of children’s interests,development, learning capacity andlearning style.

Planning

BHIP plans how it can support the nextsteps in children’s development andlearning and puts in place opportunities,activities, equipment and resources.

Variety of play:

BHIP leaves no stone un-turned inproviding what can be provided to caterfor a variety of learning styles that, whencombined together, appropriately helpchildren. Play and learning isdifferentiated for the needs of individualchildren. BHIP’s approach involvescombining visual, auditory and tactile(kinaesthetic) experiences in ways thatsuit the needs of the child.

3) What Difference BHIPMakes

Evidence gathered and assessed on acontinuous basis shows that parents areimpressed with BHIP and that theirchildren are content and happy at BHIP.Here is one example of feedback gatheredin the recent evaluation.

BHIP plans to make a difference tochildren through them learning byexperience and enjoying the communityof which they are a part. The work makesa positive difference to children, youngpeople, families and communities in manydifferent ways.

Outcomes BHIP has achieved

In this section the two tables show; firstly,BHIP’s outcomes achieved with childrenand families and, secondly; itsperformance record on a project leveljudged by relationship to outcomes that itset for itself.

The table below shows, in summary form,some of the outcomes BHIP has achieved

“.....It has made a huge difference –without it, my children would not beable to attend West Blatchington School.

It also gives them the chance to playwith children who are different fromthem..and this is now very normal forthem”

Parent, After School Club

Enjoying a tractor ride at WashbrooksFarm

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with children and families as reported tothe external evaluator. It also includesfeedback to staff given by parents /children and by colleague/ otherprofessionals working with childrenattending BHIP’s activities.

BHIP manages to stay focussed on everychild and all types of children. Itdifferentiates activities by varying staffinput and other resources that aredevoted to each child. This is donedepending upon their needs and wants,and depending upon what the child andthe parent want to do and achieve. Allchildren are different – something thatBHIP celebrates and enjoys. Therefore thestarting points, end points and journeysthat children and young people travelwhen they are with BHIP also vary.

BHIP Outcomes Achievedwith children and youngpeople and parent carers

Personal and Social Development:

More confidence Including children in a choice of

activities and social groups new tothem; wider social range than theynormally encounter

Enabling children to ‘bethemselves’ whether or not theyhave additional needs (such as anASD)

Ability to establish effectiverelationships

Constructive communication

Other achievement of Departmentfor Education6 outcomes such as:initiating ideas and solvingproblems; independence inselecting activity

Physical Development and Health:

Experiencing wider playopportunities than is accessibleanywhere else‘venting physical steam’New skills and experience (fromwoodland games and abseiling tosports, dance, using makingtechnologies and healthy foodcooking and learning)

Achievement of Department forEducation7 outcomes such as:Moving confidently andimaginatively with increasingcontrol and co-ordination; skill inhandling appropriate tools, objectsand materials

Family Support:

Respite enabling parents to doother things; take it easy and‘unwind a little’Advice, support and buildingfurther capability in care and childdevelopmentsign-posting and informationgiving about support services andnetworks

Community Benefit:

6 Department for Education (then DfEE) NurseryEducation: Desirable Outcomes 1998 and severaldocuments since have specified these kinds ofoutcomes7 Ibid 5

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Providing a stimulating and funenvironmentProviding a regular service ofwhich there are very fewSupporting attendance at suitableschoolsFacilitating access to training;access to employment; andsustainability of employment (forparent ‘service-users’ andtrainees/volunteers)

Children, young people andcommunication:

BHIP clubs help children to interact withadults. The BHIP staff model is helpful to

understand behaviours including goodcommunications. Interaction andcommunication helps children think aboutwhat they are doing and what they want,leading to child-led activity and learning asthis picture illustrates.

Report on outcomes from BHIP’s business Plan and submissions to funders

The tables below show in more detail outcomes and milestones that BHIP set for itself in itsown Business Plan (2008 to 2013) and outcomes/milestones subsequently agreed withfunders. These were planned, agreed and reported on annually. The comments column onthe right summarises conclusions from the evaluation about BHIP’s performance on itsoriginal plans.

Outcome Milestones Comments1. Increasedopportunitiesfor childrenand youngpeople withspecial needsto play,develop,socialise andhave fun withtheir“mainstreampeers”.

Staff training and development e.g. ondisabilities, equality and diversity issues.

Delivery of inclusive play provisionwhich all children can access

Celebratory events focusing on diverseactivities and cultural festivals.

Consultation and engagement withchildren, young people, families andcommunities in development anddelivery of project.

All milestones have beenachieved or exceeded. The“inclusion” ethos is fullyimbedded in all BHIP’s activitiesincluding: the daily activities andsessions; materials/resourcesused; staff training anddevelopment programmes onoffer; and the communicationprocesses with parents/carers,children and other services users.These are all indicative of BHIPscommitment to providing

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Outcome Milestones Comments

Develop facilities, policies, proceduresand practices to enable inclusive playprovision to continue in the longer term

opportunities to children withspecial needs and those fromdiverse backgrounds.

2. Increasedconfidence,self-esteemand well-being inchildren andyoung people

Consultation and involvement ofchildren in planning play activities andgroup games.

Opportunities for children to exercisechoice and control.

Positive images of difference andimpairments are made visible.

Encourage and enable children andyoung people to engage in creative andcultural activities

Children and young people aregiven the support, space and timeto explore and experiment attheir own individual pace andability and by deploying theirpreferences. BHIP has teams ofcreative and playful staff andvolunteers who facilitate a widerange of activities for children totry new things and pushboundaries. Its daily activities arechild led with supervision andsupport from staff/volunteers.

3. Increasedunderstandingand a greaterrespect forothers bycultivating asense ofbelonging andtogethernessamongchildren andyoung people

Employ and train specific supportworkers to work directly with disabled /non disabled children.

Develop and provide play settings thatare open and accessible to bothdisabled and non-disabled children.

Provide high staff ratios where requiredin order to meet the needs of individualchildren. In some cases one-to-onesupport.

Working in partnership with otherorganisation to ensure appropriateservice provision.

Disseminate good practice and provideinformation to raise disability awarenessand the standards of inclusive practice.

This outcome underpins whatBHIP is about and is very wellreflected in all its areas of work.The positive relationships andrapport that exists among itsdiverse children and with staffand parents indicates how BHIPstaff teams work hard to achievethis outcome. Children’s/youngpeople’s views are taken intoconsideration when planningactivities as are views frompartner organisations. BHIP offerswide range of training sessions tostaff/volunteers and activities toensure the needs of all childrenare met.

4. Increasedrespite care,access tochildcare, andreducedstress andisolation for

Offer affordable sliding scale of fees toparents and carers.

Promote and provide services to bothnew and existing users.

Engage parents and carers in service

Evidence from manyparents/carers indicates that thisoutcome has been achieved.Parents express how much theyappreciate the family support,information and advice BHIPoffer’s them and all the positive

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Outcome Milestones Commentsfamilies withdisabledchildren andfamilies withlow income.

planning and delivery.

Establish and operate 2 more Saturdayclubs.

Provide celebratory events for children,parents and carers

things that they are able to do asa result. Parents are regularlyconsulted in defining the kind ofsupport they need throughAGMs, parents meetings or byemail. Costs and opening hoursare big issues for parents andBHIP has responded positively bymaintaining the sliding scale offees and running clubs onSaturdays and on holidays.

5. Increasedvolunteering,personaldevelopmentand trainingopportunitiesfor localresidents tohave a moreskilled andinclusiveworkforce inthe play andchildcaresector

Develop and deliver inclusive playtraining programmes.

Develop a network of trained volunteersand link them with organisations thatprovide play/care and are workingtowards the promotion of inclusive play.

Work in partnership with other playtraining providers.

Encourage volunteers to access externaltraining programmes.

BHIP’s volunteer training hasbenefited many individuals in thecity with a lot of them moving onto employment in other childrelated organisations or furthereducation. Partnership work withlocal universities and colleges hasenabled students to access workexperience for personaldevelopment or support withtheir studies especial those inchildcare related courses andoverseas students who arelooking to improve their English.

4) What People Say AboutBHIP

The Gallery of Feedbackfrom Evaluation

Positive outcomes are not something thatcan always be taken for granted. The datain this section reports back on thequalitative difference BHIP makes to

children and families in their own words,as they want to describe theirexperiences, reporting on the change,progress and positive difference achieved.

These responses fall under three broadquestions posed as part of the externalevaluation (the Parent Evaluation Form isappended). The questions asked were:

‘HOW HAS BHIP HELPED YOUR CHILD?’

‘WHAT HAS HE OR SHE GOT OUT OF COMINGTO THE CLUB?’’

and....

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‘WHAT DIFFERENCE HAS BHIP MADE TO YOUAS A PARENT?’

Responses from volunteers and partnerorganisations are featured here too. BHIPhas made a difference to so manyvolunteers helping to develop their skills,build their confidence and increase theiremployability. The clubs and groups are arich training ground and as such BHIP hasbecome a very significant contributor todeveloping the child-care, play and youth-work workforce capacity across the city.

Having fun dressing up

“BHIP are an important group thatwe work with and we fully supporttheir aims and objectives. Thestaff are friendly and there is goodcommunication, which always leadsto a successful session.”

Emma, Youth Activities Leader,Adventure Unlimited (a partnerorganisation BHIP works with)

Linda, Parent

Answers to questions;

1) I think he is better socialized and Ithink the peer pressure helps him to trynew things more willingly!2) I think Fin enjoys seeing his friendsand it makes the weekend moreinteresting having the different activitiesgoing on.3) Its been great that I don't have thepressure to always have to thinkof something to do over the weekendand I get 3 hours to do the things I can'tdo when he is with me- the dog is verygrateful for a walk on saturdays! :)best wishesJess, Parent“I would like to thank you onceagain for all your massive efforts tomake the summer club work andprovide a great inclusiveexperience for Adam, who up tonow has been unable to access anyclub of any sort. So well done andhere’s to more and future clubsLinda, Parent

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“BHIP has made the world of differenceto us. Jake can't do anything by himself,can't play by himself at all, and has lotsof emotional problems, so is very hard tobe around as he needs our full attentioncontinually. This is always very hardwork and intense physically andemotionally as he finds everything sohard, gets angry and upset etc.

As he has trouble with his emotions timewe do spend with him is quite drainingemotionally and physically. So justgetting a break on a Saturday morning isthe only time we can have some time tospend together, just going for a walkwith the dog (something Jake can't copewith), or doing work around the house,or just trying to unwind a little.

We haven't been able to access anyrespite, as Jake's needs are quite hard topin down, so this is our respite. It reallyhelps us to be able to cope with Jake forthe rest of the weekend, and to feel alittle more energised and in a betterspace emotionally and mentally to copewith him.”

Julie Parent

“Anton has been attending BHIP"Saturday Club" for a year and in thattime he has benefitted enormously.The range of other children he meetsthere is wider than those heencounters at school (he attends anautistic facility within WestBlatchington school). This diversemix of special needs means he has toadapt his social communication skillswhich he clearly struggles with as achild with ASC. He mixes well withthe other children and although onechild from his class at school is alsoat BHIP, he tends to mix with theothers which I like to see as he hassuch limited play opportunities.

He looks forward to Saturday Cluband talks about it on Friday eveningand is always keen to go. He knowsthe names of the play leaders andparticularly relates to Ali, one of themale play leaders. This is also goodas the class he attends only hasfemale teachers and classroomassistants. Ali is able to be play morephysically with Anton which heloves.

The best thing about Saturday Cub isthe emphasis on fun rather thanlearning. Anton can find school verydemanding with the rules andcurriculum, so to go a bit wild on aSaturday and just vent his physicalsteam is really important.”

David, Parent

DaviAll the staff who work there aregenuinely wonderful. They take everychild as they find them and this wasmade very clear from the start. Naomiis a first class leader and I guess thestaff take their lead form her.

"What difference has BHIP madeto me as a parent?"

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“Owen loves coming to BHIP he hasloved the trips and has enjoyed thekayaking and it is something I wouldhave never thought of doing withOwen

The difference BHIP makes to me asa parent is that it breaks the weekendup and can change Owens moods ashe gets bored so going to BHIP givessomething to focus on”

Rhianydd, Parent

“BHIP has been fantastic for both of mychildren, David and Helen. It providesthem with a stimulating and funenvironment after school and they lovemixing with the other children, of all agegroups. It also gives them the chance toplay with children who are differentfrom them..and this is now very normalfor them.

Helen and David have really goodrelationships with the play workers atBHIP. The different style of adult/childrelationship in the play workenvironment, compared to the schoolteacher / child relationship is verypositive for them too and helps thembuild trust with adults and learn how tocommunicate constructively with them”

Helen, Parent, After School Club

“After graduating from my psychologydegree, I approached BHIP for someexperience working with children whodisplay a range of additional needs.Specifically, I am working withbehavioural, social and emotionaldifficulties, sensory, physical or medicalneeds or any other additionaleducational needs (e.g. Autism andADHD). As a result, BHIP are giving methe experiences that will help me to gainthe skills required for working in aninclusion team, in a school. Every day isdifferent and the children have taughtme so much, if I have the time I wouldlove to volunteer for BHIP indefinitely.The after school club team, are fun andfriendly, and the overall experience, forme, has been life changing and served tocement my continued commitment tooffering inclusive provisions for children.”

AMY COPPARD, Volunteer

VOLUNTEER ASC 2012

Parent

The idea for Adam in attending was togain social interaction with his peers,because Adam is in an autistic unit atschool most of his peers do not interact.This is why BHIP has been so brilliantbecause many of the other young peoplehave moderate difficulties and speak -they talk to Adam and interact with him.This is something he is not used to butreally likes. It has bought him out of hisshell and reduced his anxiety becauseeveryone likes him and is nice to him.Also everyone treats him like an equal orlike someone with mainstream abilitiesin the way they interact and talk to him,this is amazing for his self esteem.

The best thing about this club is thatthey organise trips out which meansAdam has something to focus on. Hewould not cope if he attended a youthclub that was unstructured. I would lovethere to be more trips out and would bevery happy to help with funding.

If you need more info let me know. Longmay BHIP run!!!”

Linda. Parent

“In terms of feedback Adam who hassevere learning difficulties, severeautism and challenging behaviour hasbeen to many clubs in Brighton withoutsuccess. BHIP has been completelydifferent. Because it is a small club itfeels like a big family and the samepeople and children go regularly so thatAdam gets the chance to recogniseeveryone. Ade is amazing and Adamremembers him very well, every time Isay club he says Ade!!! Adam doesn’tspeak much at all so this is a big thinghim speaking and particularly associatinga club with a person!!

Re evaluation feedback.

BHIP has helped Kane by becomingmore sociable , although he stilltends to talk via adults mainly,hopefully this will continue toimprove.

Kane enjoys the cooking activitiesand as the staff are getting to knowhim more he is now more confidentaround them? They allow him to behimself.

BHIP is fantastic for me a as parent,it gives me those few hours on aSaturday where I don't have to worryand know that Kane is enjoyinghimself, and will be safe.

Claire, Parent

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How has BHIP helped your child?Alison has gained moreindependence by beingencouraged to do things forherself, gained more selfconfidence by having timewithout her parent & gets a greatdeal of pleasure with BHIP. Shegets really excited about goingeach week.

What has he/she got out of theclub? As an only child it is greatthat Alison has a chance to mixwith other children who play ather level. Also she has doneactivities through adventureunlimited that she would neverdo with her family, and has joinedin activities she is normallyreluctant to do, due to seeing howmuch the other children enjoythem, and encouragement fromthe staff.

What difference has BHIP madeto you as a parent/carer? It iswonderful to see Alison mixingwith other children & having fun.Whilst Alison is at BHIP we, herparents, can get on with tasksthat bore Alison, such as theweekly food shop.

Sandy, parent

“Harry actually says, "I love BHIP"

The club has helped us as a familybecause I (mum) get special time withmy daughter on her own so we can goshopping for example without a bigfuss from Harry!! He will just run outof the shops so it is impossible!

Harry's sister has actually said to methat I must favour Harry but he justneeds more of my time and help; it isso hard on the siblings.

The club has given Harry so manygreat experiences with all thedifferent trips. It has given him afeeling of independence as he is outin the world 'without' me or his dad orstepdad. This all aids him for thefuture.

We can not praise BHIP enough andAde and his team are really great.Harry does not talk about the staff as'teachers' he sees them as mates.

They have achieved a fabulousenvironment for our children wherethey can relax and have fun and becompletely safe.

Regards. Caroline Bell (HarryJacksons' mum)

Stories told by 2 of BHIP’s ‘graduate’ volunteers

“I joined BHIP last year during the final year of my degree ....... It’s been a fantastic experience......I feel like it’s taught me invaluable skills. I’ve learnt about the value of inclusion and playas a means for social development. I am currently doing a PGCE at Sussex University and I feelthat BHIP has given me the confidence and skills to pursue a career in teaching specialising inspecial educational needs.”

Becky, Past Volunteer

“I decided to volunteer with the Brighton & Hove Inclusion Project as I wanted to gainexperience working with young people with additional needs, and thought volunteering at aninclusive youth club sounded like fun. My duties as a volunteer included supervising andsupporting youth during activities, while encouraging equality and diversity in an inclusiveenvironment. I enjoyed interacting with the youth and developed trusting relationships. I alsofound that watching the youth develop in terms of social skills, relationships, and functionalskills was very rewarding.

As well as observing the development of the youth I also learnt a lot of new skills myself. Byaccepting responsibility for the safety of the youth I was able to build on my leadership skills.I also developed more of an understanding of issues such as Autism Spectrum Disorders,Attention Deficit Hyperactivity Disorder, physical disabilities, as well as safeguarding againstabuse and neglect. The BHIP induction training was particularly useful in teaching skills suchas Makaton, dealing with challenging behaviour, and hearing first hand experiences from aspeaker with Autism. The knowledge and understanding gained from my time at BHIP hasbeen invaluable in developing my ability to effectively communicate with a wide range ofpeople. This experience has helped me gain a role as a Learning Support Assistant for collegelearners with learning difficulties and disabilities.

As soon as I started volunteering with BHIP I was made to feel welcome and felt like I fit instraight away. Other volunteers and supervisors were very helpful in ensuring I had all theinformation, support and advice I needed. I would recommend volunteering with BHIP toanyone considering a career working with young people and/or people with disabilities, or justanyone wanting to help out their local community and have fun at the same time.”

Sara, Past Volunteer

7) Conclusions andRecommendations

Above all else this meta-level evaluationdemonstrates that BHIP successfullyprovides:a) good quality play and child-care on ageneral levelb) real inclusion on a specific level thatincludes and integrates many differentchildrenc) Parent carer support and informationover and above that which was originallyplanned

The evidence presented in the chaptersabove speak for themselves. BHIP hasamassed an amazing wealth of resources,skills and commitment over the years.Staff and volunteers give their all and aimhigh in what they are able to do with andfor children and young people. This kindof provision for children and families israre. In order to work it needsconsiderable confidence and commitmentfrom parents and partners agencies. ThisBHIP has earned and in so doing hasgained an excellent reputation.

BHIP has managed to build up, andcontinuously improve, its provision. Yearon year it has got better at inclusive playand youth work. For instance BHIP tookon an after school club that, at the time,needed to improve. The team raised thestandards considerably, with parents andchildren able to enjoy a much betterexperience and facility.

WHAT BHIP DOES WELL:

Provides consistent, good quality,play for children and young peoplewhich is fun and enjoyable.

Steadily improving its clubs andactivities on a continuous basis.

Providing high level community-based support for families

Providing activities for anunusually broad range of children

Able to effectively differentiatefor the child by ensuring activitiesare child-led whilst also nurturinggroup-based activities along with ateam spirit

Exceeding its planned goals andoutcomes

Team building – creating skilledand resourceful teams of paid staffand volunteers

Workforce development – makinga significant contribution to thedevelopment / quality of the play,child-care and general educationand social care workforce

Giving good value for money andproviding a unique service. Parentcarers get both a respite and adependable, development activityfor their child.

WHAT HAS NOT GONE AS WELL:

Financially BHIP is probably ‘toocheap’ – providing low cost at thesame time as high value services.It relies on stretched part-timestaff and volunteers. Even with farmore money it would be difficultto buy this kind of value as it hasbeen built up and amassed overmany years

What BHIP provides is wellregarded but it can only providefor few children relative to needand demand. The need for thiskind of play and child-care issubstantial and it delivers goodvalue for money - so fundersshould buy more of it

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BHIP has excellent day-to-dayconsultation and involvement withchildren, young people andparents. There has been someadditional consultation that mighthave been over and above what isnecessary as BHIP’s channels arevery appropriate and effective.

RECOMMENDATIONS:

Explore where further clubs andactivities can be developed /.expanded to begin to meetadditional needs and demands.This could be either with partnerproviders, funders or both (forinstance where schools could usespecial needs funding or pupilpremium)

Promote the value of BHIP’sgeneral play work and inclusive,integrative play work confidentlyas it clearly has valuable benefitsas well as substantialdisadvantages were it not available

Submit bids for continued fundingbased on the strengths andbenefits identified

Explore joint working with otherorganisations to assist with thepossibility of the organisationsustaining itself

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6) Who Runs BHIP

Trustees

BHIP is run by a group of Trustees. It is acharity and company limited by guarantee(registration numbers on final page).

Trustees are drawn from different andcomplementary walks of life and fromdiverse communities including parents,people with business and managementskills and colleagues from partner-organisations.

Similarly paid staff and volunteers aredrawn from diverse experience.

Trustees:

Diana Leach Alison Bryan Trisha Gaskell-Watkins Adam Krajewski’ David Mendez Redinha Andrew Scanlan – (Recently stood

down)

Staff

The trustees employ the core staff who, inturn, recruit, train and support sessionalstaff and volunteers.

Core staff team:

Shonge Holdgate – Finance &Office Manager

Judith Griffiths – Play & TrainingManager

Mary Slater – After School ClubSupervisor

Naomi Holdgate - Saturday ClubSupervisor

Ade Lovejoy – Youth Club andHoliday Club Supervisor

7) Note on EvaluationMethodsThis report has used data from: parentquestionnaires; observation; meetingswith staff; self assessment material;performance reports and thisdocumentation was also reviewed andincluded in the compilation of the report:

a) Sessional De-brief formsb) Parent’s evening feedbackc) Ofsted evaluations/assessmentsd) Daily Briefing Records (sample formappended)e) Parents Evaluation (sample form

appended)f) Children’s choice exercises and

questionnaires

Busy creating a “goodbye” banner forClare-Jane as she heads to South America

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Appendices:NOTE 3 fold leaflet to addhere Saturday club onerequested

Appended here is information for readerswho might want to know more about the

kinds of things that BHIP does and how itassesses its operations.

Leaflet example of BHIP’s activities Daily Briefing Record Play Types Sample Parent Evaluation Form

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BHIP HANGLETON AFTER SCHOOL CLUB/HOLIDAYCLUB

DAILY BRIEFING RECORD Example

Day & Date: Tuesday 23rd October 2012

Staff present: Mary, Vic, Donna, Andrew

Volunteers: 0

No ofchildren

1:1 0 EYFS: 5 Ratio Boys:Girls: 12/10 TOTAL: 22

1:1 Allocations

Snack: Toasted bagels with jam/peanut butter

Planned activities:

Autumn

PRE-BRIEF (including any health & safety issues)

Remind staff to observe O. as she has been (unusually) very quiet over the last couple of weeks

Remember to get beading out as children have asked for it

Ask children what they would like out of cupboard using the photographic resources folder

INDIVIDUAL CHILDREN (including challenging behaviour, accidents/incidents etc.)

NAME/ISSUE COMMENTS ACTION (by whom)

AS

Was targeted by about 5 children who kept asking him to goaway, he continued to interrupt their play for a short period of

Work towardsdeveloping children’sacceptance of inclusion

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time before he chose to play with the children of his own age.

J

Saw a different side to him today, he was playing in a very

aggressive way while playing in a group but much calmer whenplaying on his own or controlling his own play

OM

Much happier today

K & L

Spent lots of time together today drawing and making music

RW Was interested in bug hunting today Provide bug boxes andmagnifying glasses

Make bug homes

Reflective notes Action

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Donna

Mary

Saw a child push another and said ‘don’t push him’

Snack took up time today (toaster broken)

Before stepping in askand found out why first

Delegate more tasks

EVALUATION OF PLAY

Child-led play:

Bug hunting, a great percentage of session was spent in playground, children asked to play in woods,

Creative – drawing and making music

Adult-led play:

Offered beading to A but she declined saying later!!

Health & Safety/General issues (including teamwork & organisation):

Playground gate is on a spring so bounced back (when hit with force) and hit a child, parent has beeninformed. Bring this to the attention of the children on an ongoing basis

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Child left playground without permission (was noticed by playworker) quickly followed by playworker, thereflective vests DO work

Lots of dog mess in green space and fungi growing in playground.

Play Types (please tick)

Rough & Tumble XX1/Socio-dramatic Social XXXCreative X

Deep Symbolic Dramatic Communication

Exploratory XXXsFantasy Imaginative XXXLocomotor XXX

Object XXXXRole XXXMastery Recapitulative XXX

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Types of Play

There are numerous different types of play which children engage in. The sixteen play typesbelow were set out in A Playworker’s Taxonomy of Play Types, by Bob Hughes,PLAYLINK, 1996. (re-published in 2002)

Symbolic play — when children begin to substitute one object for another, forexample when a stick becomes a horse

Rough and tumble play — close encounter physical play such as play fighting Socio-dramatic play — play which allows children to take on different roles and act

out experiences, such as taking care of a baby doll Social play — interacting with others through play Creative play — allows children to explore and discover their creativity Communication play — play which involves any form of communication, for

example using words, listening, telling jokes, singing, acting, body and signlanguages, facial expressions etc

Dramatic play — children using their imagination to act out various roles/events Deep play — risky play that confronts fear and allows children to discover their

boundaries Exploratory play — play that allows children to investigate and discover their

surrounding environment and factual information Fantasy play — when children rearrange the world in a fantastical way Imaginative play — pretending to be or an object to be someone, something or

somewhere Mastery play — when a child is able to control motor movements to a degree where

they no longer have to focus on them and can focus on other types of playsimultaneously

Locomotor play — play which involves movement of any type, for example running,skipping, jumping climbing etc

Object play — playing with objects and discovering their uses and potential Recapitulative play — play through which children explore their ancestry and

history which could include rituals, story telling, fire and growing food Role play — when children explore different ways of being, such as pretending to be

a doctor or a police officer or a cowboy etc

Re-description of Hughes Play-types from Play Routes. Carmarthenshire andPembrokeshire Play Association’)

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Sample Parent Evaluation Form

Brighton and Hove Inclusion Project 3rd Floor, Brighton Town Hall, Brighton BN1 1JATel: (01273) 295533 email: [email protected]

BHIP is producing an evaluation report and we need your help. The report willbe used to apply for funding for BHIP. Please give us some feedback byanswering these questions. We need to include feedback in your words (whichwe are happy to use anonymously if you prefer)

HOW HAS BHIP HELPED YOUR CHILD? AND WHAT HAS HE OR SHE GOT OUTOF COMING TO THE CLUB?

BHIP has been fantastic for both of my children, David and Helen. It provides them with a stimulatingand fun environment after school and they love mixing with the other children, of all age groups. Italso gives them the chance to play with children who are different from them..and this is now verynormal for them.

Helen and David have really good relationships with the play workers at BHIP. The different style ofadult/child relationship in the play work environment, compared to the school teacher / childrelationship is very positive for them too and helps them build trust with adults and learn how tocommunicate constructively with them.

WHAT DIFFERENCE HAS BHIP MADE TO YOU AS A PARENT?

It has made a huge difference – without it, my children would not be able to attend WestBlatchington School. Knowing that the kids have such positive experiences at BHIP means that I feelno anxiety that the kids are missing out in anyway vs. what they might experience if I were able topick them up directly from School.

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Contact Details:

Brighton and Hove Inclusion Project3rd Floor Brighton Town HallBrighton BN11JA

Office Tel: 01273 295533Outreach and Training Tel: 01273 295528E-mail: [email protected]

BHIP Brighton and Hove Inclusion Project is a charity and company

Charity number: 1103735Company number: 5022729

bhip, brighton and hove inclusion project, impact report ......2 | p a g e bhip impact report and...

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