Are you Listening? - A toolkit for evaluating Children’s Fund services with children and young people

7/31/2019 Are you Listening? - A toolkit for evaluating Childrens Fund services with children and young people

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A t o o lk it fo r e v alu a t in g C h i ld r e n s Fu n d se r v ic e s

w it h c h i ld r e n an d yo u n g p e o p le


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P u b l is h e d b y

Cambridgeshire Childrens Fund

9 1 C h e r r y H in t o n R o a d

C a m b r i d g e C B 1 7 B S

U K

a n d

Save the Children

1 St Jo hn s Lane

L o n d o n EC 1 M 4 A R

U K

R e gist e r e d C h a r it y N u m b e r 2 1 3 8 9 0

D e sig n a n d i llu st r a t io n : H ila r y C o x a t 2 C d e s ig n .

( 0 1 2 2 3 ) 5 7 0 4 5 3 w w w .d r e a m 2 c .c o .u k

C am b r id ge sh ir e C h ild r e n s Fu n d an d T h e Save t h e C h ild r e n Fu n d 2 0 0 5

A l l r i gh t s r e se r v e d . T h i s p u b l ic a t io n i s c o p y r i g h t b u t m a y b e r e p r o d u c e d b y a n y m e t h o d

w i t h o u t f e e o r p r i o r p e r m i ssi o n f o r t e a c h in g p u r p o se s , b u t n o t f o r r e s al e .

F o r c o p y i n g i n o t h e r c i r c u m s t a n c e s , p r i o r w r i t t e n p e r m i s s i o n m u s t b e o b t a i n e d f r o m o n e o f

t h e p u b l i sh e r s an d a f e e m a y b e p a y a b le .


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A t o o lk it fo r e v alu a t in g C h i ld r e n s Fu n d se r v ic e s

w i t h c h i l d r e n a n d y o u n g p e o p l e


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C o n t e n t s

Acknowledgements

Foreword 1

Introduction 2

Section One 4E ve r y C h i ld M a t t e r s:

C h a n ge fo r C h ild r e n P r o g r am m e

a n d o t h e r im p o r t a n t p o l ic ie s

Section Two 8A q u i c k gu i d e t o e v a lu a t io n a n d

p a r t i c ip a t i v e e v a l u a t io n

Section Three 16G e t t i n g st a r t e d


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C

ontents

Section Four 25Activities and resources

A c t i v it i e s f o r g a t h e r i n g d a t a at t h e

st a r t o f an d d u r in g a p r o je c t

1 A d ay in t h e life o f 2 9

2 D iar ie s 3 1

3 Q u e st io n n air e s 3 3

4 R e lat io n sh ip m ap s 3 5

A c t i v it i e s t o g at h e r fe e d b a c k

on a s ing le sess ion

5 Ev alu at io n t ar ge t s 3 8

6 G r affit i w all 4 0

7 B e st an d w o r st 4 1

8 Jar s o f im p o r t an c e 4 2

9 T h e r u n ar o u n d gam e 4 5

A c t i v it i e s t o e v a lu a t e t h e

w h o l e p r o j e c t

1 0 Ev alu at io n w h e e l 4 6

1 1 M u sic an d ly r ic s 4 8

1 2 Ph o t o gr ap h y 5 01 3 F u n k y f o l d e r s

Pe r s o n a l p o r t f o l io s 5 2

1 4 R an k in g e x e r c ise s 5 4

1 5 So lu t io n s t r e e 5 7

1 6 T im e lin e fo r c h an ge 5 8

1 7 V id e o 6 1

O t h e r id e as 6 3

R e so u r c e s 6 4

Appendices 661 . U n it e d N at io n s C o n ve n t io n

o n t h e R i gh t s o f t h e C h i ld

( sh o r t v e r sio n ) 6 6

2 . C a m b r i d g e s h i r e C h i l d r e n s

Fu n d an d e v alu at io n 6 8

3 . D a ta c o lle c t io n c h ar t

( b la n k fo r p h o t o c o p y in g

an d sam p le c h ar t ) 6 9

4 . R e lat io n sh ip m ap( b lan k fo r p h o t o c o p y in g) 7 1


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Cambridgeshire Childrens Fund

and Save the Children would like to thank

everyone who has contributed to the development of

this toolkit, including:H e l e n A n d r e w s, C a m b r i d g e sh i r e C h i ld r e n s F u n d

F ay e H a ll , S a v e t h e C h i l d r e n

S h a r o n L o n g

M a r y R y a n

Po p p y Sc l at e r , D y n a m i t e P ar t i c ip a t i o n G r o u p

S h r u t i T an n a , S av e t h e C h i ld r e n

R e b e c c a Ta sk e r , S a v e t h e C h i l d r e n

Special thanks must go to the Cambridgeshire Childrens Fund projects which shared their

learning, tried out ideas and provided case studies:

D y n am it e P a r t i ci p at io n G r o u p

Fa m i l y C o o r d i n a t io n Se r v i ceF e n l an d Yo u n g C a r e r s C h i ld r e n s P r o j e c t

H e y D a ze

H u B s ( H u n t i n g d o n s h ir e B e h a v io u r a l Se r v i ce )

H u n t in g d o n M u lt i- C u l t u r al Su p p o r t G r o u p ( St P et e r s Sc h o o l a n d O x m o o r O p p o r t u n i t ie s Pa r t n e r s h ip )

R e d H e n B r e a k fa st C l u b s

R o m s e y M i ll T r a n s it i o n P r o j e c t

The Childrens Fund i s a g o v e r n m e n t i n i t ia t iv e d e d i ca t e d t o i m p r o v i n g t h e l iv e s o f 5 t o 1 3 - y e a r- o l d s w i t h n e w

a n d b e t t e r c o - o r d i n a t e d se r v i ce s t o h e l p c h i ld r e n a n d t h e i r fa m i l ie s. C a m b r i d g e sh i r e is p ar t o f t h e t h i r d w a ve o f

t h e C h i ld r e n s F u n d t h a t w e n t l i v e in Ju l y 2 0 0 3 .

Cambridgeshire Childrens Fund i s d e l i v e r i n g s e r v i c e s f o c u s e d o n p r e v e n t i n g p r o b l e m s b e f o r e

t h e y d e v e l o p a n d h e l p in g c h il d r e n a n d y o u n g p e o p l e t o o v e r c o m e b a r r i e r s a n d d i sa d v an t a g e .

Save the Children f i g h t s f o r c h i l d r e n i n t h e U K a n d a r o u n d t h e w o r l d w h o

s u ff e r f r o m p o v e r t y, d i se a se , i n ju s t ic e an d v i o l e n c e . W e w o r k w i t h t h e m t o

fi n d l if e lo n g a n sw e r s t o t h e p r o b l e m s t h e y f a c e .

w w w . sa v e t h e c h i l d r e n . o r g . u k

A c k n o w l e d g e m e n t s


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F o r e w o r dI a m p le a se d t o b e a b le t o r e c o m m e n d t o y o u t h e

A re Yo u L is te n in g ! t o o l k i t , d e v e l o p e d b y C a m b r i d g e s h i r e

C h i ld r e n s Fu n d a n d S av e t h e C h i ld r e n . T h e t o o lk it

d e m y st i fi e s e v al u at i o n , o f fe r i n g p r a c t i ca l g u id a n c e o n

se l f- e v a lu a t i o n i n vo l v in g c h i ld r e n a n d y o u n g p e o p l e i na p p r a isi n g t h e i r e x p e r i e n c e s o f t h e se r v ic e s t h e y u s e .

A re Yo u L iste n in g ! w i ll b e i n v a lu a b l e t o a n y c h i ld r e n a n d

y o u n g p e o p l e s se r v i ce i n t e r e s t e d i n m e a su r i n g t h e e f fe c t i v e n e ss o f t h e i r w o r k

w h i le a t t h e s a m e t i m e e n s u r i n g t h e v o i ce s o f c h il d r e n a n d f am i li e s a r e i n fo r m i n g t h e

d e v e l o p m e n t o f h i gh q u a l it y s e r v i c e s. It p r e s e n t s so m e v e r y p r a c t ic a l st r a t e g i e s t o a ssi st

m a n a ge r s a n d p r a c t it i o n e r s i n d e l iv e r i n g an e v a lu a t i o n w i t h in t h e E v e r y C h i ld M a t t e r s

O u t co m e s Fr a m e w o r k .

T h e i n t e g r a t e d C h i ld r e n a n d Yo u n g P e o p l e s Se r v i ce p r o v i d e s a n im p o r t a n t v e h i c le f o r

i m p r o v i n g o u t c o m e s fo r a ll ch i ld r e n a n d y o u n g p e o p l e in C a m b r i d g e sh i r e . I am su r e t h i s

To o lk it w ill also p l ay a n im p o r t a n t p a r t i n h e lp i n g im p r o v e o u t c o m e s b y sh o w in g h o w

c h i ld r e n a n d y o u n g p e o p l e c a n b e i n v o l v e d i n e v a lu a t i n g t h e e f fe c t i ve n e s s a n d i m p a c t o f

se r v i ce s . T h i s i n t u r n w i ll e m p h a si se t h e c r u c i al d i sc ip l in e o f "p u t t i n g c h i ld r e n f i r st " .

I w i sh i t e v e r y s uc c es s.

G o r d o n Je y e s

D e p u t y C h i e f E x e c u t i v e - C h i ld r e n A n d Yo u n g Pe o p l e ' s Se r v i ce s ,

O f fi ce o f C h i ld r e n a n d Yo u n g P e o p l e


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I n t r o d u c t i o nA l l p r o j e c t s a n d s e r v i c e s n e e d t o e v a l u a t e t h e i r w o r k . T h i s m e a n s f i n d i n g o u t i f t h e p r o j e c t o r

se r v ic e i s m e e t i n g it s a im s a n d o b j e c t i ve s . E v a lu a t i o n h e l p s e v e r y o n e i n v o l ve d t o f in d o u t w h a t w o r k s ,

h o w t h e p r o je c t o r se r v ic e ca n b e i m p r o v e d a n d w h a t d if fe r e n c e it is m a ki n g t o t h e c h i ld r e n w h o

a r e t h e f o c u s o f t h e p r o j e c t o r s e r v i c e . E v a l u a t i o n i s a r e q u i r e m e n t f o r a l l C h i l d r e n s F u n d p r o j e c t s

a c r o s s t h e c o u n t r y .

C a m b r i d g e sh i r e C h i ld r e n s F u n d b e l ie v e s t h a t c h i ld r e n h a v e a v it a l c o n t r i b u t i o n t o m a k e t o e v a lu a t i o n . F r o m t h e i r

u n i q u e p e r s p e c t i v e , c h i l d r e n c a n h e l p t o i d e n t i f y w h a t i s m o s t i m p o r t a n t t o t h e m a n d r e p o r t o n h o w t h e p r o j e c t o r

se r v i ce i s a ff e ct i n g t h e i r li ve s . W h e n t h e p e o p l e w h o a r e t h e f o c u s o f a se r v ic e ( i n t h is c a se , c h i ld r e n w h o a r e p a r t o f

C a m b r i d g e sh i r e C h i ld r e n s Fu n d p r o j e c t s o r s e r v ic e s) a r e i n v o l ve d i n e v a l u a t io n i t i s c a ll e d p a r t i c ip a t i v e e v a lu a t i o n .

T h i s t o o l k it w a s d e v e l o p e d t o h e l p C a m b r i d g e sh i r e C h i ld r e n s F u n d p r o j e c t s i n vo l ve a n d i n c lu d e c h i ld r e n i n t h e

e v a lu a t io n p r o c e ss, a n d i t ca n h e lp m o r e g e n e r a lly w it h m e e t in g t h e r e q u ir e m e n t t o e v a lu a t e p r o j e ct w o r k . It c a n b e

a lso b e u s e d b y o t h e r t y p e s o f c h il d r e n s se r v ic e s.

T h e t o o lk it p r o v i d e s a r an g e o f c r e at i ve , f u n a ct i vit ie s t h at c a n b e b u i lt i n t o a p r o je c t s p r o g r a m m e o f w o r k w it h

c h ild r e n a ge d 5 t o 1 3 y e ar s ( a lt h o u g h t h e y c o u ld b e u s e d w it h o l d e r c h ild r e n t o o ) . It w ill h e lp s t af f a n d m a n ag e m e n t

le a r n m o r e a b o u t w h a t c h ild r e n t h i n k is u se f u l a b o u t t h e p r o je c t , w h a t t h e y w a n t m o r e o r l e ss o f a n d h o w it is

h e l p i n g t h e m . T h e t o o l ki t w i l l a lso h e l p s t af f fi n d w a y s t o p r o m o t e m o r e g e n e r a ll y c h i ld r e n s p a r t i ci p a t io n a n d

in v o l ve m e n t i n t h e p r o je c t o r se r v ic e .

T h e a c t iv it i e s d e s c r i b e d i n t h is t o o l k it d o n o t r e p l a c e o t h e r e v a l u a t io n a n d m o n i t o r i n g p r o c e sse s . W h a t t h i s t o o l ki t

c a n d o i s e n h a n c e l e a r n i n g ab o u t t h e b e n e f it s o f t h e p r o j e c t a n d p u t f o r w a r d c h i ld r e n s v i e w s a n d u n d e r s t a n d i n g o f

w h a t t h e p r o je c t is d o i n g w e ll o r n o t so w e l l.

H o w t h e t o o lk it w as d e ve lo p e dT h e t o o lk it w a s d e v e l o p e d b y S av e t h e C h i ld r e n o n b e h a l f o f C a m b r i d g e sh i r e C h il d r e n s Fu n d . Sa ve t h e C h i ld r e n h a s

c o n si d e r a b l e e x p e r i e n c e i n d e v e l o p i n g r i g h t s- b a se d p a r t i c i p a t io n w o r k w i t h p r o j e c t s t h a t d i r e c t l y se r v e c h il d r e n a n d

y o u n g p e o p l e a n d t h i s h a s c o n t r ib u t e d t o t h e d e v e l o p m e n t o f t h is t o o lk it . W it h t h e s u p p o r t o f Sa ve t h e C h i ld r e n ,

C h i ld r e n s Fu n d p r o j e ct s i n C a m b r i d g e sh i r e c o n t r i b u t e d t o t h e d e v e lo p m e n t o f t h e t o o l k it b y s h ar i n g e x p e r i e n c e s o f

t h e w a ys t h a t c h i ld r e n a n d y o u n g p e o p l e w e r e p a r t i ci p a t in g i n p r o j e c t e v al u a t io n s an d t e s t in g o u t a c t iv i t ie s an d i d e a s

t o se e w h a t w o r k e d w e l l. So m e c a se s t u d ie s ar e i n c lu d e d t o d e s cr i b e h o w p r o j e ct s u se d t h e a c t iv it i e s, w h a t t h e y

f o u n d o u t , a n d h o w t h i s l e a r n i n g h e l p e d t h e p r o j e c t g r o w a n d d e v e l o p .


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W h at is in t h e t o o lk itThis toolkit is divided into four sections, plus appendices.

T h i s se c t i o n d e s cr i b e s n a t io n a l p o l ic y an d d e v e l o p m e n t s a r o u n d c h i ld r e n s

se r v i ce s . A l l c h i ld r e n a n d y o u n g p e o p l e s p r o j e c t s m u s t b e c le a r a b o u t h o w

t h e i r p r o j e c t i s w o r k i n g t o w a r d s a c h ie v i n g t h e n a t i o n a l o u t c o m e s f o r a ll

c h ild r e n a n d y o u n g p e o p l e a s se t o u t i n t h e g o v e r n m e n t s Ev e r y C h i ld M a t t e r s:

C h a n g e fo r C h i ld r e n P r o g r am m e .

T h i s se c t i o n p r o v i d e s a b a si c d e s cr i p t i o n o f e v a lu a t i o n a n d a n

e x p la n at io n o f c o m m o n t e r m s. It d e sc r ib e s p a r t i c ip a t iv e e v a lu a t io n ,

i nc l ud i ng i t s bene f i t s and d i f f e ren t l ev e l s o f pa r t i c i pa t i on .

T h i s se c t i o n d e s cr i b e s t h e p r o j e c t p l an n i n g c y c le a n d t h e e v a lu a t i o n

p r o c e ss, h o w t o c h e c k w h a t in f o r m a t io n is b e i n g co l le c t e d f o r w h a t

p u r p o se , a n d h o w t o p r e s e n t y o u r i n fo r m a t io n . It c o v e r s e t h i ca l issu e s an d

c o n t a in s t i p s a b o u t g e t t i n g st a r t e d w i t h an e v a lu a t i o n o f y o u r p r o j e c t ,

k e e p i n g go i n g a n d l e ar n i n g fr o m t h e i n fo r m a t io n g at h e r e d .

T h i s se c t i o n c o n t a in s a r a n g e o f a ct i v it i e s t h a t c a n b e u se d t o i n vo l ve a n d e n g a g e

c h i ld r e n i n e v a lu a t i n g p r o j e c t s. T h i s c o v e r s a c t iv it i e s t o h e l p c o l le c t i n f o r m a t io n a t

t h e s t a r t o f a n d d u r i n g a p r o j e c t , c o l le c t f e e d b a c k o n a sp e c i fi c se s si o n a n d c o l l e c t

in f o r m a t io n a b o u t a w h o le p r o j e ct . T h i s in c lu d e s a h o w - t o - d o - it g u id e t o e a ch

a c t iv i t y an d c a se s t u d i e s f r o m C a m b r i d g e sh i r e C h i ld r e n s Fu n d p r o j e c t s d e s c r i b i n g

w h a t t h e y g o t o u t o f t h e a c t iv i t y, p l u s si gn p o st i n g t o f u r t h e r u se f u l r e s o u r c e s a n d

w e b s i t e s .

T h e a p p e n d i c e s p r o v id e i n fo r m a t io n t h a t c a n b e u se d f o r r e fe r e n c e , su c h a s a

sh o r t v e r sio n o f t h e 1 9 8 9 U n i t e d N a t io n s C o n v e n t i o n o n t h e R ig h t s o f t h e

C h i ld , a su m m a r y o f C a m b r i d g e sh i r e C h ild r e n s Fu n d e v a lu a t io n a n d r e p o r t in g

r e q u i r e m e n t s , a n d a b l a n k f o r m t o h e l p o t h e r p r o j e c t s m a p t h e i n f o r m a t i o n t h e y

a r e c o l le c t i n g fo r e v a lu a t i o n .

Section1

EveryChildMatte

rs

Section2

Aquickguidetoevaluation

andparticipativeevaluation

Section3

Gettingstarted

Section4

Activitiesandresources

Appendices


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Sect io n O n eEver y C h ild M at t er s:Change for Children Programme

and other important policiesThis section describes national policy and developments around childrens services.

Eve r y C h ild M at t e r sT h e Every Child Matters:Change for Children Programme i s a n a t io n a l p r o g r a m m e o f ch a n g e f o r c h i ld r e n s

se r v ic e s w h i ch h a s b e e n d e v e l o p e d b y t h e g o v e r n m e n t . It s e t s o u t f iv e o u t c o m e s w h ic h sh o u l d b e a c h ie v e d f o r a l l

c h ild r e n a n d y o u n g p e o p l e . T h e s e ar e :

q Be h e a l t h y

q Stay safe

q En jo y a n d a c h ie v e

q M ak e a p o sit iv e c o n t r i b u t io n

q A c h ie v e e co n o m ic w e ll- b e in g .

T h e s e o u t c o m e s w e r e d e v e lo p e d a ft e r a n a t io n a l c o n s u lt a t io n w it h c h i ld r e n a n d y o u n g p e o p l e a b o u t w h a t issu e s

t h e y t h o u g h t w e r e m o s t im p o r t a n t .T h e C h i ld r e n A c t 2 0 0 4 g iv e s le g al fo r c e t o t h e o u t c o m e s c h i ld r e n s se r v i c e s

m u st s e e k t o e n s u r e t h a t a ll ch i ld r e n a n d y o u n g p e o p l e a ch i e ve t h e s e o u t c o m e s. E ac h o u t c o m e h a s b e e n b r o k e n

d o w n i n t o s p e c i fi c a im s a n d i n d i c at i o n s o f h o w p a r e n t s a n d c a r e r s c an s u p p o r t t h e a i m s t h e se a r e d e s c r i b e d i n

Ta b le 1 o p p o sit e .

Section1EveryChild M att er s

Yo u c an f in d o u t m o r e ab o u t t h eEv er y C h i ld M at t e r s : C h an ge fo r C h i ld r e n Pr o gr am m e at :www.everych i l dmat te rs .gov .uk


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Section1EveryC h ildMatte rs

Table 1 The Every Child Matters outcomes: what they mean

Staysafe

Parents,carers and families promote healthy choices

Parents, carers and families provide safe homes and stability

Parents, carers and families support learning

q Phys ica l l y hea l thy

q M e n t a l ly an d e m o t i o n a l ly h e a lt h y

q S ex ua l l y hea l t hy

q H ea l t hy l i fes t y l es

q C h o o s e n o t t o t a ke i lle g al d r u g s

qSa fe f r o m m a lt r e a t m e n t , n e g le c t , v io l e n c e a n d se x u a l e x p l o i t a t io n

q Sa fe f r o m a c c id e n t a l in j u r y a n d d e a t h

q Sa fe f r o m b u l l yi n g a n d d i sc r i m i n a t io n

q Sa fe f r o m c r i m e a n d a n t i - so c ia l b e h a v io u r i n an d o u t o f sc h o o l

q H a ve s e c u r i t y, st a b i li t y an d b e c a r e d f o r

q R e a d y fo r sc h o o l

q A t t e n d a n d e n j o y s c h o o l

q A c h i e v e st r e t c h i n g n a t i o n a l e d u c a t i o n a l st a n d a r d s

a t p r i m a r y s c h o o lq A c h ie v e p e r so n a l a n d s o c ia l d e v e l o p m e n t a n d e n j o y r e c r e a t io n

q A c h i e v e st r e t c h i n g n a t i o n a l e d u c a t i o n a l st a n d a r d s

a t se c o n d a r y sc h o o l

q E n ga ge i n d e c isio n - m a k in g a n d su p p o r t t h e c o m m u n i t y an d e n v ir o n m e n t

q E n g ag e in l aw - a b i d i n g an d p o si t iv e b e h a v io u r i n a n d o u t o f sc h o o l

q D e v e l o p p o si t iv e r e l at i o n s h i p s a n d c h o o se n o t t o b u l ly an d d i sc r i m i n at e

q D ev e l o p s e l f- c o n f i denc e and s uc c es sf u l ly de a l w i t h s ign i fi c an t l if e c hanges

a n d c h a ll e n g e s

q D e v e lo p e n t e r p r i si n g b e h av io u r

q E n ga ge i n f u r t h e r e d u c a t io n , e m p l o y m e n t o r t r a i n in g o n le a vin g sc h o o l

q R e ad y f o r e m p l o ym e n t

q L i v e i n d e c e n t h o m e s a n d s u s t a i n a b l e c o m m u n i t i e s

q H a ve a c ce ss t o t r a n sp o r t a n d m a t e r ia l g o o d s

q L iv e in h o u se h o l d s f r e e fr o m lo w in c o m e

Parents, carers and families promote positive behaviour

Parents, carers and families are supported to be economically active

S o u r c e : E v e r y C h i l d M a t t e r s : C h a n g e f o r C h i l d r e n Pr o g r a m m e , D e p a r t m e n t f o r Ed u c a t io n a n d S ki ll s 2 0 0 4

Behealthy

Enjoyand

achieve

Makeaposit

ive

contribution

Achieveeconomic

well-being


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The Childrens Fund and Every Child MattersA ll c h ild r e n s se r v ic e s w i ll n o w b e w o r k in g t o w a r d s t h e Ev e r y C h i ld M a t t e r s o u t c o m e s an d a ll C a m b r i d g e sh i r e

C h i ld r e n s Fu n d p r o j e ct s h a ve b e e n a sk e d t o i d e n t if y o n e k e y o u t c o m e t h a t t h e y a r e w o r k in g t o w a r d s. So m e p r o je c t s

m a y h a ve i d e n t ifi e d m o r e t h a n o n e o u t c o m e r e l e va n t t o t h e i r p r o j e c t b u t w ill st ill h av e o n e k e y o u t c o m e .

C h i ld r e n s Fu n d p r o je c t s a r e r e v ie w i n g t h e i r c o n t r i b u t i o n t o t h e E v e r y C h i ld M a t t e r s o u t c o m e s an d c o n s id e r i n g h o w

t h e i r aim s a n d t a r g e t s fit w it h o n e k e y Ev e r y C h i ld M a t t e r s o u t c o m e . T h e fo l lo w in g a r e e x a m p l e s o f o u t c o m e s t h at

so m e C h i ld r e n s Fu n d p r o je c t s a r e w o r k in g t o w a r d s:

q R e d H e n B r e a k f a st C l u b s h a v e id e n t i fi e d Be h e a l t h y a s t h e i r k e y o u t c o m e .

q S t Pe t e r s S ch o o l M u l t i- C u l t u r a l A f t e r S ch o o l C l u b i s w o r k i n g t o w a r d s E n jo y a n d a c h ie v e .

q N a t u r a l H ig h A r t s an d R e c r e at io n P r o j e ct i s w o r k i n g t o w a r d s M a ki n g a p o s it iv e c o n t r ib u t i o n .

I n s p e c t i o n o f c h i l d r e n s s e r v i c e sT h e C h i ld r e n A c t 2 0 0 4 se t s o u t a n e w sy st e m f o r t h e i n sp e c t i o n o f ch i ld r e n s se r v i ce s . F r o m

Se p t e m b e r 2 0 0 5 , j o i n t a r e a r e v i e w s ( JA R s) w i ll m e a n t h a t a l l c h i ld r e n s se r v i ce s in a p a r t i cu l a r

a r e a a r e i n sp e c t e d t o g e t h e r . ( P r e v io u s ly, i n d i v id u a l se r v i ce s , s u c h a s lo o k e d

a ft e r c h i ld r e n s se r v i ce s a n d s e r v i ce s fo r d i sa b l e d c h i ld r e n , h a d b e e n i n sp e c t e d

se p a r a t e ly.) T h e JA R w i ll fo c u s o n h o w se r v i ce s a r e m e e t i n g t h e f iv e E v e r y

C h i ld M a t t e r s o u t c o m e s a n d h o w w e l l se r v ic e s a r e w o r k i n g t o g e t h e r . I t w ill

a lso e x a m in e h o w c h il d r e n a n d y o u n g p e o p l e h av e b e e n c o n su l t e d a n d

in v o l ve d i n t h e se r v ic e s p r o v id e d i n o t h e r w o r d s , a r e t h e s e r v i ce s w h a t

c h il d r e n w a n t an d n e e d ?

Children and young peoples participationT h e G o v e r n m e n t w a n t s c h ild r e n a n d y o u n g p e o p l e t o h a ve m o r e o p p o r t u n it ie s

t o g e t i n vo l ve d i n t h e d e si gn , p r o v i si o n a n d e v a lu a t i o n o f p o l ic ie s an d se r v i ce s

t h a t a ff e c t t h e m o r w h i c h t h e y u s e . L e a r n i n g t o L i s t e n C o r e p r i n c i p l e s f o r t h e

i n vo l ve m e n t o f c h i l d re n a n d y o u n g p e o p l e ( D e p a r t m e n t f o r E d u c a t io n a n d S kill s

C h i ld r e n a n d Yo u n g P e o p l e s U n i t , 2 0 0 1 ) .

In c r e a s in g ly, g o v e r n m e n t p o l ic y is st r e s si n g t h e im p o r t a n c e o f c h il d r e n a n d y o u n g

p e o p l e s in v o l ve m e n t i n s h ap i n g s e r v i c e s. T h e i r p a r t i c ip a t i o n i s se e n a s a k e y w a y

t o d e v e lo p b e t t e r a n d m o r e r e sp o n siv e se r v ic e s, w id e n a cc e ss t o a n d u s e o f

se r v i ce s b y c h i ld r e n a n d y o u n g p e o p l e a n d d e v e l o p t h e i r s k il ls an d se l f- c o n fi d e n c e .

A l l n e w se r v ic e s a n d p r o j e c t s a r e b e i n g a sk e d t o e n s u r e t h a t t h e c h i ld r e n a n d

y o u n g p e o p l e t h e y w o r k w it h a r e c o n s u lt e d a b o u t a n d i n v o lv e d i n e v alu a t io n o f

s e r v i c e s f o r t h e m .

Section1EveryChild M att e r s

T he m essage ist hat l ist en ingt o c h ild r e nand young

peo p le isi m p o r t a n tand he lps us

deve lopb e t t e r

serv ices.


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T h e Department for Education and Skills w i ll b e l au n c h i n g t w o t r a i n in g p a c k s o n p a r t i ci p a t io nfo r c h ild r e n s se r v ic e s in t h e s u m m e r o f 2 0 0 5 o n e f o r c h i ld r e n a n d y o u n g p e o p l e a n d o n e f o r

a d u l t s. Yo u c a n fi n d o u t m o r e a b o u t t h e se p a c k s ( R e a d y , S t e a d y , C h a n g e ! ) a n d o t h e r i n f o r m a t i o n

a b o u t c h i ld r e n a n d y o u n g p e o p l e s p a r t i c ip a t i o n f r o m t h e C h i ld r e n s R ig h t s A l li an c e f o r E n g l an d a t :

w w w . cr a e .o r g .u k

Hear by Right i s a t r i e d a n d t e s t e d s t a n d a r d s fr a m e w o r k f o r p u b l i c a n d v o l u n t a r y s e c t o r o r g a n i sa t io n s t o

a sse ss an d im p r o v e t h e i r p o lic y an d p r a c t ic e o n t h e a c t iv e in v o l ve m e n t o f c h ild r e n a n d y o u n g p e o p l e . D e v e lo p e d b y

t h e N a t io n a l Yo u t h A g e n c y, H e a r b y R ig h t i n c lu d e s a t o o l ki t , r e s o u r c e s , b r i e fi n g s a n d a w e b s it e w i t h a sh a r e d l e ar n i n g

a r e a. Yo u c an d o w n l o a d s o m e o f t h e r e s o u r c e s an d b r i e fin g s a n d f in d o u t m o r e a t : w w w . n ya .o r g .u k / h e a r b y r ig h t

C am b r id ge sh ir e Par t ic ip at io n St r at e gy G r o u pT h i s gr o u p w ill m o n i t o r t h e su c c e ss o f p a r t i c ip a t io n a cr o s s t h e c o u n t y, o v e r s e e t h e i m p l e m e n t a t io n o f

C a m b r i d g e sh i r e s Pa r t i ci p a t io n S t r a t e g y a n d e n su r e t h a t s t an d a r d s o f p a r t i c ip a t i o n a r e a c h i e ve d i n r e l at i o n t o t h e

c h a r t e r o f sh a r e d v a l u e s a n d i n sp e c t i o n r e q u i r e m e n t s . It w i ll b e e n s u r i n g t h a t , w i t h in t h e i n t e g r a t e d C h i ld r e n a n d

Y o u n g P e o p l e s S e r v i c e , p a r t i c i p a t i v e p r i n c i p l e s a n d p r a c t i c e s u n d e r p i n a l l w o r k w i t h c h i l d r e n a n d y o u n g p e o p l e .

UN Convention on the Rights of the ChildT h e 1989 United Nations Convention on the Rights of the Child (UNCRC) is an

im p o r t a n t st a r t i n g p o in t f o r d e v e l o p i n g p a r t i cip a t io n w o r k w i t h ch i ld r e n a n d y o u n g p e o p l e .

T h e C o n v e n t i o n i d e n t ifie d 4 1 r ig h t s fo r a ll ch i ld r e n a n d y o u n g p e o p l e u n d e r 1 8 y e ar s o f

a g e ( t h e s e r i g h t s a r e l ist e d i n A p p e n d i x 1 ) .

In r e l a t io n t o c h i ld r e n s p a r t i ci p a t io n , A r t i cl e 1 2 g i ve s ch i ld r e n t h e r i g h t t o e x p r e s s t h e i r

v ie w s o n a n y t h in g t h a t a ff e ct s t h e m , a n d f o r t h o se v i e w s t o b e l ist e n e d t o , a n d A r t ic le 1 3

g iv e s c h i ld r e n a r i g h t t o i n fo r m a t io n .

T h e U K sig n e d u p t o t h e U N C R C i n 1 9 9 1 . In v o l v in g c h ild r e n a n d y o u n g p e o p l e in e v a lu a t in g

C h i ld r e n s Fu n d p r o j e c t s i s o n e w a y o f e n s u r i n g t h a t t h e r i gh t s o f c h i ld r e n i d e n t i fi e d

in t h e U N C R C a re o b s er v e d .

Section1EveryC h ildMatters


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Section2 A qu ick gu idet o

evaluat io n and part ic ip at ive evaluat io n

Sect io n Tw oA q u ick gu id e t oevaluat ion andp ar t ic ip at ive evalu at io nThis section provides a basic description of evaluation and an explanation of common terms.

It describes participative evaluation, including its benefits and different levels of participation.

W h at is e v alu a t io n ?E v a l u a t i o n m e a n s c o l l e c t i n g a n d e x a m i n i n g i n f o r m a t i o n a b o u t a s e r v i c e o r p r o j e c t ( o r e v e n j u s t a b o u t o n e s e s s i o n ,

e v e n t o r p a r t o f a p r o j e c t ) in o r d e r t o r e v i e w i t s p r o g r e ss i n m e e t i n g it s a im s. E v al u a t io n i s a lso a b o u t f in d i n g o u t

a b o u t w h y so m e t h i n g w o r k e d o r d i d n t w o r k an d i d e n t i fy in g an y t h in g u n e x p e c t e d t h a t h e l p e d i t w o r k o r c a u se d a

p r o b l e m . E v al u a t io n i s a w a y o f se e i n g if a p r o j e c t is d o i n g w h a t it s ai d it w o u l d a n d i t is a n o n g o i n g p r o c e ss.

In f o r m a t io n i s u su a lly c o l le c t e d d u r i n g t h e l if e o f t h e p r o je c t , b u t o t h e r i n fo r m a t io n c o u l d b e u s e d t o o s u c h a s

p r e v i o u s r e p o r t s o r r e s e ar c h i n t h e a r e a o r o n t h a t i ssu e .

The benefits of evaluationE v al u a t io n c a n h e l p C h i ld r e n s Fu n d p r o j e c t s t o :

q f in d o u t a s t h e p r o j e c t p r o g r e sse s if it i s o n t h e w a y t o m e e t i n g it s ai m s

q p r o v e t h a t t h e p r o j e c t is m e e t i n g it s a im s

q i d e n t i f y t h i n g s t h a t d o n t w o r k o r g a p s i n p r o v i s i o n

q l e a r n m o r e a b o u t w h y s o m e t h i n g i s w o r k i n g w e l l

q fin d o u t w h a t t h e c h i ld r e n a n d y o u n g p e o p l e ( a n d t h e i r p a r e n t s/ c ar e r s )

t h i n k ab o u t t h e p r o j e c t

q p l an f o r t h e f u t u r e , b a se d o n w h a t is w o r k in g w e ll a n d w h a t n e e d s t o

b e d o n e d if fe r e n t l y

q c o l le c t e v id e n c e a b o u t t h e v a lu e o f t h e p r o je c t t h a t c an b e u s e d f o rm o n i t o r i n g a n d e v a l u a t i o n r e p o r t s

q p r o v i d e i n f o r m a t i o n f o r f u t u r e f u n d i n g a p p l i c a t i o n s .


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Section2 A qu ick gu id e toevaluatio n and partic ipative evaluatio n

D iffe r e n t k in d s o f e v a lu at io n

T h e r e a r e d i f fe r e n t k i n d s o f e v a lu a t i o n w h i c h a r e u se f u l fo r f in d i n g o u t a n d

u n d e r st a n d in g d i ffe r e n t k i n d s o f in f o r m a t io n . A lso , t h e r e a r e a n u m b e r o f t e r m s

o f t e n u s e d w h e n e v a lu a t i o n i s d i sc u sse d . S e e T ab l e 2 o n p a g e 9 f o r t h e

m e a n in g o f so m e o f t h e s e t e r m s.

T h e r e a r e t w o m a in m e t h o d s o f e v a lu a t io n : q u a li ta t iv e e v a lu a t io n a n d

q u a n t i t at i v e e v a l u a t io n .

Quantitative evaluation m e a n s c o u n t i n g so m e t h i n g f o r e x a m p l e ,

h o w m a ny ch ild r e n a t t en d a p r o j e ct , h o w o f t e n t h e y c o m e , b r e a kin g d o w n

w h e r e t h e y c o m e f r o m o r d i ffe r e n t c h a r a c t e r ist ic s su c h a s ge n d e r , a g e o r r a ce ,

o r h o w m a n y ac t iv i t ie s a r e o f fe r e d a n d w h a t a c t iv it i e s a r e m o st p o p u l ar . I t c an

a lso b e u s e d t o h e l p y o u m e a su r e t h i n g s o v e r t i m e f o r e x a m p le , t im e s o f t h e

y e a r , d a y s o f t h e w e e k , e t c w h e n s o m e t h i n g h a p p e n e d .

Q u a n t i t a t iv e e v a lu a t i o n c a n h e l p t o a n sw e r q u e s t io n s li ke :

q W h o ?

q H o w m an y?

q H o w o f t en ?

q W h a t ac t iv it ie s d i d t h e y d o ?

Q u a n t i t a t iv e e v a lu a t i o n i s v e r y u s e fu l if yo u n e e d t o g iv e sp e c i fi c b r e a k d o w n s o f

fi gu r e s ( su c h a s h o w m a n y b o y s a n d g ir l s a t t e n d e d a n d t h e i r a g e s) o r c o u n t i n g

r e sp o n se s t o m u l t ip l e - ch o ic e q u e st io n s, fo r e x a m p le :

Did you enjoy todays activity? 1.Yes, a lot

2. It was OK

3. Not very much

Q u a n t i t a t iv e e v a lu a t i o n c a n t t e ll yo u m u c h a b o u t p e o p l e s i n d i v id u a l v ie w s o r f e e li n g s a b o u t s o m e t h i n g o r d e s cr i b e

h o w t h e y e x p e r i en c e d so m e t h in g .

Ev alu a t in g t h e w o r k

o f yo u r p r o je c t is

o n e o f t h e m o st

im p o r t an t w ay s

yo u c an e n su r e

t h e fu t u r e o f yo u r

p r o j e c t . F u n d e r s

an d o t h e r k e y

st a k e h o ld e r s w ill

alw ay s w an t t o

se e e v id e n c e o f

t h e su c c e ss o f

t h e p r o j e c t s

w o r k .

Example: A project is working with children on road safety.

Quantitative evaluation can show how many children have been taught to

use a pedestrian crossing safely, how many children have been able to

demonstrate that they can do this safely and how many could still

demonstrate this six months later.


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A im W h a t t h e p r o j e ct w a n ts to c h an g e o r m a ke a d i ffe r e n c e t o . F o r e x a m p l e , ab r e a k fa st c lu b a i m s t o s u p p o r t c h i ld r e n t o st a r t t h e d a y w i t h a h e a l t h y

b r e a k fa st a n d l e ar n a b o u t h e a lt h y e a t i n g .

Base l ine da ta In f o r m a t io n c o l le c t e d a t t h e s t ar t o f a p r o j e c t ab o u t t h e p e o p l e o r si tu a t io nt h e p r o j e ct w il l w o r k o n . T h is c an b e u s e d t o m e a su r e c h a n ge . Fo r e x a m p le ,

a p r o j e c t ab o u t p h y si ca l a c t iv it y m i gh t c o l le c t i n fo r m a t io n o n h o w a c t iv e

c h i l d r e n a r e a t t h e s t a r t o f t h e p r o j e c t .

Ev er y C h ild M at t e r s T h e o u t c o m e s fo r a ll ch i ld r e n s e t o u t i n t h e E ve r y C h il d M a t t e r so u t c o m e s P r o g r a m m e ( s e e p a g e 5 ) .

Eva lua t ion A sse s si n g h o w w e l l a p r o j e c t is m e e t i n g it s ai m .

I n p u t T h e r e s o u r c e s p u t i n t o a p r o je c t su c h a s t im e , m o n e y, st a ffin g , p r e m ise s,e q u i p m e n t , t r a i n i n g , e t c .

M o n i t o r i n g In f o r m a t io n c o l le c t e d t o h e l p fi n d o u t i f t h e p r o j e c t is m e e t i n g it s a im .

N e e d s asse ssm e n t F i n d i n g o u t a b o u t t h e n e e d f o r a p r o j e c t . F o r e x a m p l e , w h o n e e d s i t ?W h at d o t h e y n ee d an d w h y?

O u tco m e s T h e e f fe c t s o f t h e p r o j e c t s w o r k , t h e c h a n g e s t h a t h a p p e n e d . Fo re x a m p l e , c h i l d r e n w e r e i n v o l v e d i n a p h y s i c a l a c t i v i t y f o r t w o h o u r s a

w e e k , o r p a r e n t s le a r n e d h o w t o e n c o u r a ge a n d r e w a r d t h e ir c h il d r e n s

g o o d b e h a vio u r.

O u tp u t s T h e s e r v ic e s t h e p r o je c t p r o v id e s . F o r e x a m p le , a p l ay c lu b t w ic e aw e e k fo r 1 5 c h il d r e n , a b o o k le t fo r p a r e n t s o n s a fe t y in t h e h o m e , e t c .

Par t i c ip a t i v e e v a lu a t i o n E va lu a t io n t h a t in v o l ve s t h e p e o p l e w h o b e n e f it f r o m t h e p r o je c t .

Pe r fo r m an c e in d i cat o r s A w a y o f m e a su r i n g p r o g r e ss a g ai n st a gr e e d t a r g e t s su c h a s o u t c o m e s

a n d o u t p u t s .

Q u a li t a t iv e e v a lu a t i o n In f o r m a t io n t h a t d e sc r ib e s h o w so m e t h i n g w a s e x p e r i e n c e d o r w h a tp e o p l e t h o u g h t a b o u t i t . F o r e x a m p l e , c h i l d r e n s d i a r i e s d e s c r i b i n g t h e i r

in v o l ve m e n t i n a p r o je c t , a c h ild s d r a w i n g a b o u t w h a t t h e y l ik e d a b o u t

a n a c t i v i t y o r e v e n t , e t c .

Q u a n t i t at i ve e v a lu a t io n In fo r m a tio n t h at c an b e c o u n t e d . Fo r e x a m p l e , h o w m a n y ch ild r e na t t e n d e d e a c h se s si o n , h o w m a n y c h il d r e n c h o se a p a r t i c u la r a c t iv it y,

t h e b r e a k d o w n o f b o y s a n d g ir l s, e t c .

S t a k e h o l d e r A p e r so n w h o h a s a n in t e r e st i n a p r o j e c t .T h is c o u l d b e a fu n d e r o rp a r t n e r i n a n o t h e r o r g a n isa t io n o r i t co u l d b e t h e c h i ld r e n w h o

a t t e n d a n d t h e i r p a r e n t s .

Targe t A r e su l t t h a t ca n b e m e a su r e d , su c h a s a n o u t c o m e o r o u t p u t .

Table 2 Terms relating to evaluation


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Qualitative evaluation m e a n s e x a m i n i n g s o m e t h i n g t o u n d e r s t a n d m o r e a b o u ti t . S o i t c o u l d b e a c h i ld d e s cr i b i n g w h a t t h e y l e a r n e d a t a p r o j e c t o r h o w t h e i r l if e

c h a n ge d a s a r e su l t o f so m e t h i n g t h e y d id a t t h e p r o j e ct ( f o r e x a m p le , m a k in g n e w

f r ie n d s at a h o l id a y p r o j e c t ) , o r p a r e n t s d e s c r i b in g a c h a n g e i n a c h i ld s b e h a v io u r .

Q u a l it a t i ve e v a lu a t i o n o f t e n f o c u s e s o n f e e li n g s, e x p e r i e n c e s an d b e h a v io u r

c h a n g e a n d c a n a n sw e r q u e s t io n s su c h a s :

q W h y?

q W h at h ap p e n ed ?

q W h a t d iffe r e n c e d i d it m a ke ?

q H av e y o u n o t ic e d a n y c h a n ge s?

Q u a l it a t i ve e v a lu a t i o n c a n a ll o w p e o p l e t o e x p r e s s t h e m se l v e s f r e e l y, b u t i t d o e s u s u a ll y t a k e m o r e t i m e t o c o l l e c t an d

a n a l y s e t h e i n f o r m a t i o n .

C a m b r i d g e sh i r e C h i ld r e n s F u n d p r o j e c t s a n d o t h e r c h i l d r e n s se r v ic e s w i ll n e e d t o d o b o t h t y p e s o f e v a lu a t i o n .

T h e i n fo r m a t io n c a n b e c o m e e v e n m o r e u s e fu l an d i n t e r e st i n g i f i t i n c lu d e s so m e p a r t i c ip a t i v e e v al u a t io n , w h i c h is

d e s cr i b e d i n m o r e d e t a i l b e l o w , t o g e t h e r w it h e x a m p le s o f t r ie d a n d t e st e d i d e a s f o r g e t t in g st a r t e d .

Par t ic ip at i ve e v alu a t io nParticipative evaluation:

q is about involving the people who will benefit from a service or project in the evaluation of it

q is based on the principle that the people who are the focus of a service or

project should have an opportunity to comment on how well it works,

what is missing and how it can be improved.

T h e p r i n c ip l e s o f E ve r y C h i ld M a t t e r s a n d t h e U n i t e d N a t io n s C o n v e n t i o n o n t h e

R i g h t s o f t h e C h i l d a r e a b o u t l i s t e n i n g t o c h i l d r e n a n d y o u n g p e o p l e a n da c k n o w l e d g in g t h e i r right t o h a v e a s a y a b o u t s e r v i c e s a n d p r o v i s i o n f o r t h e m . T h i s

m e a n s t h a t se r v ic e s a n d t h e a d u l t s w h o w o r k in t h e m h a ve t o t h i n k a b o u t how to listen to and

involve t h e c h i l d r e n a n d y o u n g p e o p l e t h e y w o r k w i t h .

Example: The road safety project could use qualitative evaluation to find out

if children feel more confident crossing roads after participating in the

project and if this has made any difference to their lives. It could also

interview parents to find out their views and what difference they think it

has made.This may reveal that parents and children are pleased with theproject but would also like traffic calming measures and 20 mile an hour

speed limits in the area.


A dults alwaysmake all thedecisions and thentell us what ishappening.


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A ll C h i ld r e n s Fu n d p r o je c t s a r e e x p e c t e d t o su p p o r t a n d d e v e l o p t h e p a r t ic ip a t io n o ft h e c h i ld r e n a n d y o u n g p e o p l e t h e y w o r k w i th a n d i n c lu d e t h e m i n t h e ir

ev a l ua t i on ac t i v it i es .

T h is m e a n s t h a t t h e p a r t i cip a t io n o f c h i ld r e n a n d y o u n g

p e o p l e w il l b e b u i lt i n t o t h e w a y t h e p r o j e c t w o r k s. St a ff

m ig h t st a r t b y a sk in g c h ild r e n t o c o m e u p w it h a n a m e f o r

t h e p r o j e ct , o r c h o o s e t h e a ct iv it ie s t h e y d o a n d g o o n t o b e a b o u t

c h i ld r e n l e a r n i n g t o p l a n a c t iv i t ie s fo r t h e m se l v e s, a sse s s t h e i r o w n

d e v e lo p m e n t , h e l p o t h e r c h ild r e n t o b e n e fit f ro m t h e w o r k o f t h e

p r o je c t o r g iv e t h e i r p o i n t o f v ie w t o m a n ag e r s, f u n d e r s a n d d e c i sio nm a ke r s a b o u t w h a t se r v ic e s c h ild r e n a n d y o u n g p e o p l e n e e d

a n d w a n t.

T h e p a r t i c ip a t io n o f c h i ld r e n a n d y o u n g p e o p l e i s a k e y p r i o r i t y fo r C a m b r i d g e sh i r e

C h i ld r e n s F u n d . F o r C a m b r i d g e sh i r e C h i ld r e n s F u n d p r o j e c t s t h i s m e a n s t h a t c h i ld r e n

a n d y o u n g p e o p l e i n v o l v e d i n t h e p r o j e c t a r e a lso i n v o l ve d i n e v a lu a t i n g it . T h i s c o u l d

i n c l u d e :

q a s k i n g c h i l d r e n a n d y o u n g p e o p l e a b o u t t h e i r p r e f e r e n c e s

q c h i ld r e n i d e n t i fy in g w h a t t h e y h a v e le a r n e d

q c h il d r e n id e n t i fy in g w h a t w a s m o s t im p o r t a n t t o t h e m

q c h i l d r e n a n d y o u n g p e o p l e b e i n g i n v o l v e d i n p l a n n i n g a n d d e l i v e r i n g a p r o j e c t .

T h e c ase s t u d y d e s cr i b e d b e l o w e x p la in s h o w a p r o je c t f u n d e d b y t h e C h i ld r e n s Fu n d

i s b u i l d in g p a r t i c ip a t i v e a p p r o a c h e s i n t o i t s w o r k .


evaluat io n and part ic ipat ive evaluat io n

My car ersgot us

r ound th e t able and t old us

h ow much m on ey w e h ad a

nd

h elp ed usch oose wh er e w e

w ent on h oliday.It w asbrilli

ant , as

w e allw ant edt o go t o diffe

r ent

plac es.In th e end w e vot ed

and alluskidsgot ourid e a.

A dultsdont respectchildren andsometimes children dontrespect adults.This isbecause they dontlisten t

o eachother.

Case Study Romsey Mill

Romsey Mill, a local charity in Cambridge, ran a day-long conference

focusing on key transition t imes in children and young peoples lives, eg, from

primary to secondary school. It was aimed at professionals working with children and

young people. Delegates were shown a video made by Romsey Mill and the Childrens Fundwith the help of children in Years 6 and 7 from local schools.T he video included interviews with

Year 6 pupils on their hopes and fears about starting secondary school and with Year 7 pupils on their

experiences of the transition.

A group of Year 6 pupils were chosen to act as evaluators for the day and were trained in basic interview

techniques and on using digital and video cameras.T hey developed their own set of questions and

worked in pairs during the lunch break, armed with clipboards and cameras and asked delegates

questions.All their findings were put together into a PowerPoint presentation, which they showed at the

end of the conference.

The video on the transition from primary to secondary school can be used as an educational tool for

professionals working with children during this transition period.The primary school from which theYear 6 pupils were selected as evaluators has requested further involvement with the Childrens Fund

and for more training in evaluation techniques for students.The aim is to have a group of children

available to evaluate Childrens Fund projects.


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The benefits of participative evaluationP ar t ic ip a t iv e e v al u at io n c an p r o v i d e a u n i q u e v i e w o f h o w t h e w o r k o f t h e p r o je c t i s

a f f e c t i n g c h i l d r e n a n d y o u n g p e o p l e . I t c a n e n a b l e a p r o j e c t o r s e r v i c e t o b e c l e a r e r

a b o u t t h e n e e d s o f c h ild r e n a n d y o u n g p e o p l e an d t h e b e st w a y t o m e e t t h o se n e e d s .

Different kinds of participationSo m e t i m e s p a r t i c ip a t i o n i s v ie w e d a s h a v in g d i f fe r e n t s t ag e s, o r l e v e ls, t h a t m a y st a r t

w i t h s im p l e a c t i vi t ie s su c h a s c h il d r e n d e c i d i n g w h a t t h e i r c lu b w i ll b e c a l le d o r c h i l d r e n

b e i n g in f o r m e d a b o u t a p r o je c t a n d w h a t it i s t r y in g t o d o ( i e , t h is p r o je c t w ill h e lp y o u

t o m a ke f r ie n d s at a n e w sc h o o l, o r l e a r n a b o u t h e a lt h y e at in g an d t r y n e w fo o d s , e t c ) .

P ar t i ci p a t io n m a y m o v e o n t o a c t iv it i e s su c h a s c h il d r e n a c t i n g as p e e r i n t e r v i e w e r s t o

fin d o u t w h a t o t h e r c h i ld r e n t h i n k o f t h e p r o j e ct o r e v e n d e v isin g t h e q u e st io n n a ir e ,

c ar r y in g o u t t h e in t e r v ie w s an d t h e n a n a ly sin g t h e i n fo r m a t io n a n d r e p o r t in g o n it .

T h e C h a r i t i e s E v a l u a t i o n S e r v i c e ( w h i c h p r o v i d e s t r a i n i n g a n d e x p e r t i s e o n e v a l u a t i o n

fo r v o l u n t a r y a n d c o m m u n i t y o r g a n isa t io n s) h a s d e sc r ib e d h o w d i ffe r e n t k i n d s o f

p a r t i c ip a t i o n i n e v a lu a t i o n l e a d t o g r e a t e r o r l e sse r p a r t i c ip a t i o n . Ta b l e 3 o n p a ge 1 4

sh o w s d if fe r e n t m o d e l s o f c h i ld r e n s p a r t i c ip a t i o n i n e v a lu a t i o n .

It c a n b e u s e fu l t o t h i n k ab o u t h o w m u c h p a r t i c ip a t i o n i s r e a l ly o f f e r e d t o c h i ld r e n a n d

y o u n g p e o p l e w h o a r e in v o lv e d in a n e v alu a tio n . H o w m u c h o f a n o p p o r t u n it y d o

c h i ld r e n h a v e t o m a k e c h a n ge s t o a se r v ic e o r p r o j e c t ? It i s i m p o r t a n t t o c o n si d e r t h i s

w h e n s e t t in g u p p a r t i c ip a t iv e e v a lu a t io n a s t h e c h i ld r e n n e e d t o k n o w w h a t w il l h a p p e n

t o t h e i r i n p u t a n d w h a t d i f fe r e n c e i t w i ll m a k e w i ll an y t h i n g c h a n g e a s a r e s u lt ?

W h e n w o r k in g w i t h c h ild r e n a n d y o u n g p e o p l e t h e r e w ill alw a ys b e s o m e sit u a t io n s in

w h i c h it i s n o t p o ssi b le t o o f fe r f u l l c o l l ab o r a t i o n o r i n v o l v e m e n t i n d e c i si o n - m a k in g ( f o r

e x a m p l e , f o r l e ga l r e a so n s) . H o w e v e r, t h i s d o e s n o t m e a n t h a t f u lle r p a r t i ci p at io n sh o u l d

n o t b e a t t e m p t e d o n ly t h a t t h e a d u lt s p r o v id i n g t h e p r o je c t o r se r v i c e m u s t b e c l e ar

a b o u t w h e r e a n d w h e n t h i s c an h a p p e n a n d e x p la in t h a t h o n e s t ly t o t h e c h il d r e n .

C h i ld r e n c an u n d e r st a n d t h a t t h e r e m a y b e li m i t s t o h o w f ar t h e y c a n b e in v o l ve d i n

m a k in g so m e d e c isi o n s b u t t h e y n e e d t h i s t o b e e x p l ain e d t o t h e m i n w a ys t h e y ca n

u n d e r s t a n d .

Evaluation thatinvolves children and

young people can also

benefit them by

providing

opportunities for:

S oc ia l inc lus io n an d

c i t izensh ip

a sk i n g w h a t a c h il d o r y o u n g

p e r so n w a n t s o r t h i n k s

a b o u t so m e t h i n g is a

p o w e r f u l w a y o f t e ll in g

t h e m t h e y ar e im p o r t a n t

a n d i n v o l v i n g t h e m

In c r e a se d o w n e r sh i p

c h ild r e n a n d y o u n g p e o p l e

w h o a r e in v o l ve d i n

e v a lu a t i n g a p r o j e c t o f t e n

c o m e t o f ee l m o r e

i n v o l v e d a n d c o m m i t t e d t o

t h e p r o j e c t an d i t s a im s

it h e l p s t h e m u n d e r st a n d

w h a t t h e p r o je c t is a b o u t

P ers ona l and s oc ia l

sk i ll s d e v e l o p m e n t

l e a r n i n g t o e x p r e s s y o u r

i d e a s a n d v ie w s, h a v in g

t h e c o n f i d e n c e t o s a y

w h a t yo u t h i n k an d b e i n g

a b l e t o l i s t e n t o o t h e r s p o i n t s o f v i e w a r e a n

im p o r t an t p ar t o f

g r o w i n g u p .

TheyaskeduswhatwewantedtodoonFridaysandweallsa idfootballp

ractice.Sowhyhavewegottenniscoaching-again?


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Table 3: Levels of participation

O n e- w ayi n f o r m a t i o n

C o n s u l t a t i o n

D isc u ssio nab o u t t h e

e v a l u a t i o n

D o in g so m e o ft h e e v alu a t io n

D o in g m o st o ft h e e v alu a t io n

D o in g t h ee v a l u a t i o n

t o g e t h e r

C h i ld r e n k n o w t h e r e su l t s

o f t h e e v a l u a t i o n

C h i l d r e n a r e i n v o l v e d i n t h e

e x a m i n in g t h e f in d i n g s a n d m a k in g

r e c o m m e n d a t i o n s

C h i ld r e n a n d a d u l t s a r e j o i n t l y

r e s p o n s ib l e f o r d e s ig n in g t h e e v a lu a t i o n ,

c a r r y in g i t o u t , e x a m i n in g f in d i n g s a n d

a d v i si n g o n a n y c h a n g e s n e e d e d

C h i ld r e n c a r r y o u t p a r t s o f t h e

e v a lu a t i o n o r d a t a c o l l e c t io n

C h i l d r e n a r e i n v o l v e d i n t h e d e s i g n o f

t h e e v a lu a t io n a n d so m e o f t h e k e y

i ss ues it c o v e r s

C h i ld r e n a r e a sk e d a b o u t

p r e d e t e r m in e d issu e s

Example:W e tell the children what we are going todo as the result of our evaluation such as,

everyone hated doing cooking last week so we

wont be doing it again.

Exam ple :Ch ildre n ta lk abou t th e in te rviews an d

h e lpto ide n tify wh at we n t we ll, wh at didn t an d wh y.Th isis u se d to h e lp plan fu tu re se ssion s: th e cookin gse ssion s n e e d to be m ore fu n , with ch ildre nch oosin g wh at is cooke d

Example :

Children interview ea

ch other

about the cookingse

ssion

Example:Children are involved inplanninghow to find out what was be

st andwo

rst about the cooking

Ex ample :

W e ask th e childr en ab out so

m e

issu eslik e wh at activitiesth ey

w ant t o

d o inst e ad ofco oking

M o d e ls o f p ar t ic ip at io n in e v a lu a t io n

Ex ample :

Childr en willt ak e turnst o ch o

ose

wh at isc o oked, everyon e gets

aturn t o d o

differ ent things and th er e ar e

b oy - and

girl- only sessions

T h e s e m o d e l s d e s c r i b e d i f f e r e n t l e v e l s o f p a r t i c i p a t i o n m o v i n g f r o m l i m i t e d p a r t i c i p a t i o n b y c h i l d r e n t o g r e a t e r

p a r t i c ip a t i o n . P r o j e c t s m a y u s e d i ff e r e n t m o d e l s a t d i ff e r e n t t i m e s b u t w i ll g e n e r a l ly t r y t o a im f o r t h e g r e a t e st

p a r t i c ip a t i o n p o ssi b le .

A d a p t e d f r o m a C h a r i t ie s Ev a lu a t io n S e r v ic e M o d e l


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Developing participation work with children in CambridgeshireT h e D y n a m i t e P ar t ic ip a t io n G r o u p i s f u n d e d a n d f ac ili t at e d b y t h e C h i ld r e n s Fu n d . It i s m a d e u p o f m o r e t h a n 3 0

p e o p l e fr o m a r a n ge o f p r o f e ssi o n a l b a c k gr o u n d s w o r k i n g w it h c h ild r e n a n d y o u n g p e o p l e . T h e g r o u p m e e t s e v e r y

t h r e e m o n t h s t o s h a r e i d e a s a n d b e s t p r a c t i c e a n d a l s o t o r e c e i v e t r a i n i n g o n p a r t i c i p a t i o n

t e c h n i q u e s .T h e a im s o f t h e g r o u p a r e t o d e v e l o p s k il ls a r o u n d p a r t i ci p a t io n , w i t h t h e u lt i m a t e ai m

o f gi vi n g ch i ld r e n a n d y o u n g p e o p l e a n a c t iv e v o i c e .

To date, the group has received training on:

q e n g a gi n g c h i ld r e n a n d y o u n g p e o p l e u s in g fu n a n d g am e s

q us ing c h i l d ren as ev a lua t o r s

q qual i ta t ive data ana lys is

q p a r t i cip a t io n w it h st o r y t e llin g .

T h e g r o u p p r o v id e s a fo r u m fo r p r o fe ssio n a ls fr o m

d i ffe r e n t b a c k gr o u n d s ( e g , p l ay w o r k e r s, f am i ly

a n d c h ild r e n w o r k e r s, t e ac h e r s) t o w o r k

t o g e t h e r t o p r o m o t e p a r t ic ip a t io n a n d t o

d e v e l o p t h e n e c e s sa r y s k il ls t o e n s u r e t h a t

c h i l d r e n a n d y o u n g p e o p l e a r e g i v e n a n

ac t i v e v o i c e .


To f in d o u t m o r e

o r t o g e t in v o lv e d w it h t h e

D y n am it e P ar t ic ip a t io n G r o u p

c o n t a c t :

P oppy S c la t e rT h e D y n am it e Par t ic ip a t io n G r o u p

9 1 C h e r r y H in t o n R o a d

C am b r id g e C B 1 7 B S

Te l: 0 1 2 2 3 4 1 3 9 0 8

M o b i le : 0 7 7 7 4 0 0 8 1 2 7

E m a il : p o p p y.sc la t e r @ c a m b r i d g e sh i r e .g o v .u k


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Sect io n T h r eeG et t in g st ar t edT h e e ar lie r t h e b e t t e rE va lu a t io n n e e d s t o d o n e t h r o u g h o u t t h e l ife o f a p r o j e c t a n d n o t j u st a t t h e e n d .

O t h e r w ise , y o u m a y d i sc o v e r t h a t so m e t h i n g d i d n t w o r k b u t i t co u l d h av e b e e n c h a n g e d

a t an e a r l ie r p o i n t . F o r e x a m p le , i f n o c h ild r e n c o m e t o a p la y c lu b o n W e d n e s d a ys

b e c a u s e it c l ash e s w i t h f o o t b a l l p r a c t ic e i t w o u l d b e u s e f u l t o f in d t h a t o u t a s e a r ly a s

p o ssi b le s o t h a t y o u c a n c o n si d e r c h a n g i n g d a y s o r t i m e s . I t is n e v e r t o o l at e t o st a r t e v a lu a t i n g .

Id e a lly, e v a lu a t io n sh o u l d b e t h o u g h t a b o u t a t t h e b e g in n i n g o f a p r o j e c t a n d b e p a r t o f

t h e p r o j e c t s ac t io n p l an . T h i s h e l p s e ve r y o n e t o b e c le a r a b o u t w h a t in f o r m a t io n t o

c o l l e c t in o r d e r t o k n o w i f t h e p r o j e c t is m e e t i n g it s a im s. If yo u l e av e t h i s u n t i l t h e

p r o je c t is u n d e r w a y, y o u m a y fin d i t h a r d t o e v a lu a t e t h e w o r k a lr e a d y d o n e

b e c a u se t h e r e le v a n t in f o r m a t io n h a s n o t b e e n c o l le c t e d . O n e c o m m o n

p r o b l e m i s t h a t p r o j e c t s c a n n o t m e a su r e c h a n g e s b e c a u se t h e y h a v e n o c le a r

p i ct u r e o f t h e p o si ti o n a t t h e b e g in n i n g o f t h e p r o je c t .

T h e e v alu a t io n p r o c e ssE v al u a t io n i s a p r o c e ss t h a t s h o u l d b e p a r t o f an o v e r a l l p r o j e c t ac t i o n p l an . T h e a c t i o n p l an must

i n c lu d e h o w t h e p r o j e c t s a im s w i ll b e e v a lu a t e d i e , h o w w i ll y o u k n o w i f t h e p r o j e c t is a c h ie v i n g i t s

a im s an d h o w w i ll yo u m e a su r e h o w w e ll it s ac h ie v in g t h e d e sir e d o u t c o m e s ( ie , t h e c h a n g e s it w a n t st o h a p p e n a s a r e su l t o f t h e w o r k ) . In o r d e r t o d o t h i s, p r o j e ct s m u st m o n i to r a c t iv it y a n d c o l le c t

in f o r m a t io n t h a t c an b e e v a lu a t e d , w h i ch i n t u r n c a n h e l p t h e p r o j e ct t o a d a p t it s a p p r o a ch t o h e l p it

m e e t s it s ai m s m o r e e f f e c t iv e ly. T h e f o l lo w i n g d i ag r a m sh o w s h o w t h i s a ll fi t s t o g e t h e r i n t o a c y cl e o f

p r o j e c t p l an n i n g a n d e v a l u a t io n .

Section3G etting st art ed


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Section3G etting started

Table 4 The project planning cycle

W hat is the

projects aim?

W hat will it do?

W hat is working

well or not so well?

W hat needs to change?

Doing the work!

W hat are the

projects outcomes

and outputs?

How will progress bemeasured?

EvaluateMonitor

Adapt

and change Planning

T h e d if fe r e n t st a ge s o f e v alu a t io n a r e e x p l ain e d n e x t , a n d t h e c a se st u d y

d e s c r ib e s w h a t o n e p r o je c t d id a t e a c h o f t h e se st a ge s.


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T h e st a ge s o f t h e e v alu a t io n p r o c e ssT h e st a g e s o f e v al u at i o n d e s cr i b e d b e l o w w i ll h e l p y o u t o p l a n a n d c a r r y o u t e f fe c t i ve e v a lu a t i o n . T h e c a se st u d y o n

p a ge 2 1 s h o w s h o w t h is m ig h t b e d o n e .

Identify the aim of the project and set targetsW h a t is t h e o v e r a ll ai m o f t h e p r o je c t ? Se t so m e t a r g e t s ( o u t p u t s an d o u t c o m e s) t o h e l p y o u k n o w if yo u

h a v e ac h i e v e d y o u r a i m :

q so m e sh o u l d b e q u a n t i t at iv e ( e g , h o w m a n y c h ild r e n a t t e n d )

q so m e s h o u l d b e q u a l it a t i ve ( e g , h a s a ch i ld d e v e l o p e d n e w sk i ll s o r s e lf - c o n f id e n c e ?)

q so m e s h o u l d b e p a r t i c ip a t iv e ( e g , t h e c h i ld r e n a n d y o u n g p e o p l e a r e i n vo l v e d i n t h e e v a lu a t io n ) .

Collect informationT h i n k a b o u t w h a t k in d o f in f o r m a t io n y o u n e e d t o c o l le c t . T h i s w ill h e lp t h e p r o j e ct t o id e n t i fy p r o b l e m s

o r gaps and rec o gn i se s uc c ess fu l ou t c o m es as w e l l as s uc c ess fu l w ay s o f w o rk i ng .

G iv e so m e t h o u g h t t o d i ffe r e n t w a ys t h a t in f o r m a t io n c o u l d b e c o l le c t e d

fo r e x a m p l e , c h ild r e n s d r a w in g s, p o e m s a n d st o r ie s, p h o t o g r a p h s , v i d e o s ,

c h i ld r e n s d i a r i e s, e t c . T h i s c a n m a k e t h e i n f o r m a t io n m u c h r i ch e r . Yo uc o u l d s t a r t a p o r t f o l i o t o c o l l e c t s a m p l e s o f t h i s o v e r t i m e ( s o y o u

d o n t h a ve t o t r y a n d f in d i t at a la t e r d a t e ) .

Yo u c a n u s e a d a t a co l le c t i o n c h a r t t o h e l p i d e n t i fy w h a t k i n d

o f i n fo r m a t io n t h e p r o je c t c o l le c t s a n d w h a t i t c an b e u s e d f o r .

In f o r m a t io n m u s t b e c o l l e c t e d r e g u l ar l y a n d sy st e m a t ic a lly.

A p p e n d i x 3 i s a b la n k d a t a c o l le c t io n c h a r t f o r y o u t o p h o t o c o p y

o r c u s t o m i s e t o s u i t y o u r p r o j e c t ( o r y o u c o u l d d r a w y o u r o w n

c h a r t ) . T h i s c h a r t h a s b e e n a d a p t e d f r o m a C h a r i t ie s E v al u a t io n S e r v i c e

r e s o u r c e t h a t ai m s t o h e l p p r o j e c t s b e c l e a r ab o u t w h a t e v a lu a t i o nin f o r m a t io n t h e y a r e c o l le c t in g a n d w h a t it w i ll h e lp t h e m t o p r o v id e e v i d e n c e a b o u t .

( Se e t h e r e s o u r c e s se c t i o n a t t h e e n d o f t h e t o o l k i t f o r i n f o r m a t i o n a b o u t t h e C h a r i t i e s E va l u a t i o n Se r v i c e a n d i t s

p u b l i c a t i o n s . )

T h e d a t a c o lle c t io n c h a r t a im s t o g iv e a n o v e r v ie w o f w h a t in f o r m a t io n i s b e i n g co l le c t e d t o m a ke s u r e y o u a r e

c o l l e c t in g in f o r m a t io n f o r a ll o u t p u t s an d o u t c o m e s t o d e m o n s t r a t e h o w f ar t h e p r o j e c t i s m e e t i n g it s a im s. It w i ll a lso

h e l p y o u t o se e i f an y o f t h e i n fo r m a t io n b e i n g c o l le c t e d i n v o l ve s t h e c h i ld r e n i n g iv in g t h e i r v i e w s a n d o p i n i o n s . T h e

c h a r t c a n n o t b e u s e d t o r e c o r d t h e i n fo r m a t io n y o u a r e c o l le c t in g t h a t n e e d s t o b e r e c o r d e d s e p a r at e ly.

T ab l e 5 ( p a g e 7 0 ) i s a n e x a m p l e o f a c o m p l e t e d d a t a co l le c t i o n c h a r t . Yo u c a n se e h o w t h i s p r o j e c t is

c o l le c t in g a r a n g e o f i n fo r m a t io n t o p r o v id e e v id e n c e a b o u t i t s o u t c o m e s ( t h e e f fe c t s o f t h e

p r o je c t s w o r k ) a n d o u t p u t s ( t h e s e r v i ce s t h e p r o je c t p r o v id e s ) .


G ive some thought todifferent ways that

information could becollected childr ensdrawings, poems andstor ies, photogra phs,

videos, childrensdiaries...

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Make adjustments build onsuccess and learn frommistakes

A r e t h e r e a n y c h a n ge s t h a t n e e d t o b e m a d e b a se d o n w h a t

y ou hav e l ea rne d a l ready ? W ha t c han ges c an y ou rea l i st i c a ll y

m a k e ?

A ll p r o j e c t s n e e d t o m a ke s o m e c h a n g e s b a se d o n p r a c t ic al

l ea rn i ng as t hey go a l ong .

Plan for the futureC o n s i d e r f u t u r e p r o j e c t p l a n s i n t h e l i g h t o f

w ha t t h e ev a l ua t i on i s t e l li ng yo u s o f a r.

T h i n k ab o u t h o w y o u w il l e v a lu a t e n e w d e v e l o p m e n t s a n d

h o w y o u w ill c o n t i n u e t o e v al u at e t h e w o r k a lr e a d y

u n d e r w a y.

Disseminate your findingsand feedbackW r it e u p w h a t yo u h av e fo u n d o u t t h is c o u ld

b e i n s i x - m o n t h l y m o n i t o r i n g r e p o r t s , a n n u a l

r e p o r t s o r a sp e c ific p r o je c t r e p o r t . Sh a r e t h i s w it h y o u r

f u n d e r s a n d p a r t n e r s ; i t c o u l d a l so h e l p t o g e t fu t u r e

f u n d i n g . Yo u w i ll al w a y s n e e d t o h a v e so m e t h i n g i n w r i t in g ,

b u t t h e r e a r e o t h e r w a ys t o s h a r e t h e in f o r m a t io n .

U s e e v e n t s l i k e p r o j e c t c e l e b r a t i o n s t o t e l l p e o p l e a b o u t

t h e p r o j e c t a n d i t s a c h i e v e m e n t s . F i n d f u n a n d i n t e r e s t i n g

w a ys t o t e l l c h ild r e n , y o u n g p e o p l e , t h e i r p a r e n t s a n d

c ar e r s a b o u t t h e p r o j e c t s p r o g r e ss fo r e x a m p l e , a

n e w sl e t t e r o r a l ar g e c o l la ge f o r e v e r y o n e t o se e . B e

c r e at iv e : a p h o t o g r a p h e x h i b it io n o r a v id e o c an b e j u st

a s in fo r m a t iv e , b u t m o r e m e m o r a b le , t h an a w r it t e n

r e p o r t .


5

6

7

Pr esen t at io nm a t t e r s!

T h e r e ar e v er y fe w w r i t t e n r e p o r t s t h a t

r e a lly st a n d o u t i n p e o p l e s m e m o r i e s, so

d o c o n sid e r w h e t h e r t h e in fo r m a tio n

a n d l e a r n in g a b o u t y o u r p r o je c t s

a ch i e ve m e n t s co u l d b e p r e se n t e d i n a

d if fe r e n t , b u t m o r e m e m o r a b le , w ay. A skt h e c h ild r e n h o w t h e y w o u ld s h ar e t h e

in fo r m a t io n w it h o t h e r p e o p le . T h e r e a r e

so m e id e a s f o r p r e se n t a t io n i n T h e

Eva lua t o r s Cookbook ( s e e R e so u r c e s a t t h e

e n d o f S e c t i o n F o u r ) . H e r e ar e a fe w o t h e r

s ugges t i ons :

q A r r a n g e a n e x h i b it i o n o f c h ild r e n s w o r k .

q M a k e a p h o t o g r a p h i c d i sp l a y.

q U se a n e w sle t t e r a b o u t t h e p r o je c t t od e s cr i b e i t s w o r k ( t h e c h i ld r e n c o u ld

w r i t e a n d d e sig n it ) .

q D e v e lo p a p r o j e c t p o r t fo l io ( c o l le c t

i n f o r m a t i o n , p h o t o s , q u o t e s a n d e x a m p l e s

o f c h i l d r e n s w o r k t h r o u g h o u t t h e p r o j e c t ) .

q U s e an ev a lua t i o n ac t i v it y ( l i k e

t h e T im e l in e f o r c h a n g e o r

S o l u t i o n s t r e e ) a n d d e c o r a t e

it w it h i m a ge s a n d q u o t e s

fr o m t h e c h ild r e n .

q A sk t h e l o c a l n e w sp a p e r

t o c o v e r yo u r p r o je c t an d

it s w o r k g e t t h e c h i ld r e n

i n v o l v e d ( b u t d o g e t c h i l d r e n s a n d

t h e i r p a r e n t s p e r m issio n fir s t ) .

q H av e a ce l e b r a t io n e v e n t f o r f u n d e r s ,

p a r t n e r s a n d p a r e n t s , a n d a sk t h e

c h i l d r e n t o e x p l a i n o r d e m o n s t r a t e

w h a t t h e y e n j o y a n d l e ar n a tt h e p r o j e ct .


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T h e H ap p y Fr u it yV e g gie P r o je c t

Aims and targetsProject aim: t o e n c o u r a ge c h i ld r e n i n a p r i m a r y sc h o o l t o e a t m o r e f r u it a n d v e g e t a b le s e ve r y d a y

Every Child Matters outcome: B e h e a lt h y

Output 1: A v a r i e t y o f f r u i t a n d v e g e t a b l e s ar e a v a il ab l e a t b r e a k a n d l u n c h t i m e .

Output 2:T h e c u r r i cu l u m w ill b e u s e d t o su p p o r t l e ar n i n g ab o u t f r u i t a n d v e g e t a b le s. L e sso n s in c lu d e t h e u se o f

f r u i t an d v e g e t a b l e t o p i cs w h e r e p o ssi b le ( f o r e x a m p l e , c o u n t i n g b r o a d b e a n s o r g r a p e s i n st e a d o f b u t t o n s , d i sp l a ys o fb o o k s ab o u t f r u i t an d v e g e t a b le s, c h ild r e n g r o w t o m a t o e s an d c a r r o t s in t h e s c h o o l ga r d e n a n d l e ar n h o w f r u it a n d

v e g e t a b le s m a k e o u r b o d i e s st r o n g a n d h e a lt h y ) .

Outcome 1: C h i ld r e n t r y n e w f r u i t s a n d v e g e t a b l e s.

Outcome 2: C h i ld r e n i n c r e a se t h e i r c o n s u m p t i o n o f fr u i t an d v e g e t a b le s in l in e w i t h t h e g o v e r n m e n t s fi ve - a - d a y

gu i de l i nes .

Collecting informationT h e p r o je c t co - o r d i n a t o r m e e t s w it h a ll c o n c e r n e d t o t h i n k a b o u t h o w t o c o l le c t in f o r m a t io n b e f o r e a n d

d u r in g t h e p r o je c t :

q T h e k i t c h e n s t a ff an d m e a ls su p e r v i so r s a gr e e t o k e e p r e c o r d s o f w h a t f r u i t a n d v e g e t a b l e s ar e a v a il ab l e e a c h d a y.

q K e y St a g e 1 c h i ld r e n w i ll ke e p a st i c ke r d i ar y t o r e c o r d w h a t f r u i t a n d v e g e t a b l e s t h e y e a t e a c h d a y ( w i t h sm i le y o r

sa d f a ce s t o s ay i f t h e y l ik e d t h e m o r n o t ) .

q K e y St a g e 2 c h i ld r e n w i ll ke e p d i a r ie s fo r w r i t i n g a n d d r a w i n g ab o u t t h e f r u i t a n d v e g e t a b l e s t h e y e a t e a c h d a y.

q T h e c h i ld r e n w i ll st a r t t h e i r d i ar i e s t w o w e e k s b e f o r e t h e f r u i t a n d v e g e t a b l e p r o j e c t b e g i n s, so t h a t t h e y c a n

r e c o r d h o w m u c h a n d w h i ch f r u i t an d v e g e t ab l e s t h e y a t e b e fo r e t h e p r o je c t st a r t e d it s w o r k .

Organise, check and assess informationT h e d i a r i e s s h o w t h e c h i l d r e n s p r e f e r e n c e s w h a t t h e y l i k e d a n d d i d n t l i k e , w h a t t h e y w e r e

l e ar n i n g a b o u t f r u i t a n d v e g e t a b l e s a n d h o w m u c h t h e y a r e e a t in g o f d i f fe r e n t so r t s o f fr u i t an dv e g e t a b le s .T h e r e c o r d s k e p t b y t h e k i t c h e n s t a ff an d l u n c h su p e r v iso r s su p p o r t t h i s.

Reflect on the informationT h e i n f o r m a t io n c o lle c t e d sh o w e d t h a t :

q T h e p r o j e c t i s b e i n g m o r e su c c e s sf u l w i t h fr u i t c o n su m p t i o n b u t it is h a r d e r t o g e t

c h ild r e n t o t r y n e w v e ge t a b le s.

q A p p le s an d b a n a n as ar e e a t e n a n d e n jo y e d m o s t o f t e n .

q C a r r o t s b e c am e p o p u l ar w i t h o n e c l ass w h o a r e g r o w in g c ar r o t s t h e y t e l l t h e l u n c h

l ad i e s it c a n h e l p y o u t o se e i n t h e d a r k .

q C h i ld r e n r e a l ly li ke t h e d i a r ie s , a s t h e y c an s e e h o w m u c h t h e y h a v e e a t e n .

q C h i ld r e n w h o b r i n g p a c ke d l u n c h e s ar e n o t s o i n vo l v e d .

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Make adjustments build on success and learn from mistakesB a se d o n t h e i r r e f le c t io n o f t h e i n fo r m a t io n c o l le c t e d , t h e fo l lo w i n g ad j u st m e n t s ar e c o n sid e r e d :

q T h e l u n c h t i m e su p e r v i so r s su g g e st o r d e r i n g m o r e a p p l e s a n d b a n a n a s , a s t h e s e a r e t h e m o st p o p u l ar f r u i t s.

q T h e k i t c h e n s t a ff su g g e st c u t t i n g o r a n g e s in t o q u a r t e r s as ch i ld r e n h a ve s ai d t h e y d o n t li ke p e e l in g t h e m .

q A sy st e m o f r e w a r d s w ill b e d e v e l o p e d f o r c h i ld r e n w h o t r y n e w v e ge t a b le s ( ag r e e t o t a lk w it h c h i ld r e n t o fin d

o u t w h a t r e a l l y p o p u l a r r e w a r d s w o u l d b e ) .

q C h i ld r e n w h o h a v e p a c ke d l u n c h e s w i ll a lso g e t d i ar i e s t o c o m p l e t e .

Plan for the future

I t i s d e c i d e d t o s e e i f t h e t u c k s h o p r u n b y p a r e n t s a f t e r s c h o o l o n c e a w e e k c a n p r o v i d e f r u i t .

Disseminate your findings and feedbackC h i ld r e n a d v i se t h a t a g o o d r e w a r d w o u l d b e c e r t i fi ca t e s g iv e n o u t a t asse m b l y a n d t h e c h a n c e t o u s e t h e

p l ay gr o u n d p l ay e q u i p m e n t f o r f iv e m i n u t e s o n y o u r o w n w it h a f r ie n d . Su d d e n l y p e a s a n d c a b b a ge b e c o m e

v e r y p o p u l a r !

5

67

STh e sch ool fe te an d

barbe cu e will h ave a fru it an dve ge table salad bar so th at pare n tscan le arn a bit m ore abou t th eproje ct.

SStoriesw

ritten by children

about imaginary adv

enturesoffruit and

vegetablesare sent to the localF

ive-a-day

Co-ordinator (who

fundsthe project) to

show howthe proje

ct ismaking

progress.

SA le afle t is se n t h om e to

pare n ts e xplain in g wh at th e proje cth as ach ie ve d, accom pan ie d by five -

a- day pu blicity m ate rials.


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T he p r o ject w i ll need t o t h ink abo u t t he e t h i c al i ssues wh ic h a r e r ai sed

by invo lv ing ch i ld ren and yo ung peo p le in evaluat io n ac t iv it ies .Th e l i st b e low can he lp yo u

to address so m e o f these issues .

for example, make sure there are enough staff to supervise evaluation

activities which may involve physical activity or equipment like scissors;

if interviewing children one to one make sure the door is open.

for example, children may not feel comfort able about discussing some issues;

carry out evaluations at times convenient to the children during usual project

sessions times is best.

for example, explain to the children what you will do with the

information and who else might see it.

for example, make sure the children are involved because they want to be,

not because they want to please you.

for example, make sure children are happy for you to share

with a third party information that you have obtained from them.

Always get childrens and parents permission to use photographs (eg, in an annual report ).

for example, praise, certificates or gift vouchers can be appropriate but

should not be an inducement.

for example, as adults we need to use questions and methods that are

open-ended otherwise we risk leading children to give us the

responses we want to hear. Make sure you use age-appropriate language and methods

of gathering information.

for example, tell the children about what you have found out and what you

will do with the information now.They may want to comment on your conclusions.

for example, always make children aware that there are

certain things they may tell you about that you have a duty toshare with others.Remember that asking children about what they

think or is happening to them can sometimes reveal issues that must be dealt with.

A w o r d abo u t e t h ics

Avoidharmtopart

icipants:

Beawareofintrusion:

Beclearaboutwhyyouaredoingit:

Participation is a choice:

Rightstoconfidentialitya

ndconsent:

Rewardforinvolvement:

Thinkabouthow

youdoit:

Always give feedback:

Child protection comes first:


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24

Tipsfor successfulevaluation

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t

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andreviewevalu

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makesureit

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31/80

Section4A ctivities andReso u rces

Yo u r p roje ct m ay alre adyb e u sin g a p articip ato rye valu atio n activity w

h y n o t te llo th e rs ab o u t wh at yo u aredo in g?Th e D yn am ite Particip atio n G ro u p (C am b ridge sh ire C h ildre n sParticip atio n Proje ct se e Se ctio n Two ) wo u ld b e ve ry in te re ste d to h e arab o u t it.Th e gro u p also p ro vide s tra in in g an d su p p o rt inp articip ative wo rk with ch ildre n .

Fo r m o re in fo rm atio n co n tact: Po p p y Sclate rTh e D yn am ite Particip atio n G ro u p91 C h e rry H in to n Ro adC am b ridge C B1 7BS

Te l: 0 1 223 4 1 3 90 8M o b ile : 0 777 4 0 0 8 1 27Em ail: p o p p y.sclate r@ cam b ridge sh ire .go v.u k

Sharingexperiences,training andsupport

25

Sect io n 4A c t iv it ies and r eso u r cesT h i s se c t i o n c o n t a in s se v e r a l ac t i v it i e s t h a t c a n b e u s e d t o h e l p C a m b r id g e s h ir e

C h i ld r e n s Fu n d p r o j e c t s in c l u d e c h i ld r e n a n d y o u n g p e o p l e in e v a lu a t in g t h e i r w o r k .

T h e a c t iv i t ie s c o v e r a w i d e r a n g e o f sit u a t i o n s a n d c a n b e u s e d w i t h gr o u p s a n din d iv i d u a ls, a t o n e - o f f o r r e g u l ar e v e n t s. T h e y a r e o r g an i se d i n t o t h r e e se c t i o n s:

q A c t i v it i e s f o r g a t h e r i n g d a t a at t h e st a r t o f an d d u r i n g a p r o j e c t

q A c t i v i t ie s t o g a t h e r f e e d b a ck o n a si n g le se ssio n

q A c t iv it ie s t o e v a lu a t e t h e w h o le p r o je c t .

T h e s e a ct i v it i e s h a v e b e e n t r i e d a n d t e s t e d b y C h i ld r e n s Fu n d p r o j e c t s a n d w e i n c lu d e c a se s t u d i e s d e s c r i b i n g

h o w d i ffe r e n t p r o je c t s h a ve u s e d t h e m . H o w e v e r, t h e a c t iv it ie s p r e se n t e d in t h i s t o o lk it a r e

o n l y a st a r t i n g p o i n t . T h e r e s o u r c e s li st a t t h e e n d o f t h i s se c t i o n s ig n p o st s t o m a n ym o r e i d e a s a n d a c t i v it i e s f o r p a r t i c ip a t i v e e v a lu a t i o n i n v o l v in g c h i ld r e n a n d y o u n g

p e o p l e , i n c l u d i n g :

q w e b s it e s o f o r g a n i sa t io n s t h a t c a n p r o v i d e i n f o r m a t io n a n d r e s o u r c e s

q a li st o f pub l ic a t i on s w i t h m o re i deas and ac t i v it i es .


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6

Section4A ctivities and Reso u r

ces

T he fo l low ing check l i st s m ay be he lp fu l w hen yo u are p lann ing andrev iew ing a par t i c ipa t i ve eva lua t ion ac t i v i t y

Are you Listening? - A toolkit for evaluating Children’s Fund services with children and young people

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