Evaluation Proposal - Belfast Education & Library Board

Final Evaluation Report

The Integrated Children’s

Services Project FOR

THE BELFAST EDUCATION & LIBRARY BOARD partner of

THE HEALTH ACTION ZONE

Submitted By

9th August 2011 (Revised 14th September 2011)

LISBURN OFFICE 1 Mill Road Lisburn BT27 5TT Tel: 028 90 826694 Fax: 028 90 826694

P McCorry BSSc Hons PGC Appl Soc Res

Quaesitum Independent Evaluation and Research

Final Evaluation Report – Integrated Services for Children & Young People ____________________________________________________________________________

____________________________________________________________________________________________________________ Quaesitum Independent Evaluation and Research

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Contents Page No. Executive Summary 3 1.0 Background 8 1.1 Introduction 8 1.2 Integrated Services for Children & Young People 8 1.3 Funding 9 1.4 The Model of Working 10 2.0 Methodology 11 2.1 Introduction 11 2.2 Evaluation Terms of Reference 11 2.3 The Evaluation Reference Group 12 2.4 Desk Research 12 2.5 Elicitation of Stakeholder Views 13 3.0 Inputs & Processes 17 3.1 Introduction 17 3.2 Management Structures & Systems 17 3.3 Project Processes 20 3.4 Financial Inputs 24 4.0 Activities 26 4.1 Introduction 26 4.2 Referrals 26 4.3 Activities 28 4.4 Descriptions of Recipients 31 4.5 Progress against Targets 34 4.6 Challenges & Opportunities 35 5.0 Impact 38 5.1 Introduction 38 5.2 Case Studies 38 5.3 Evidence of a Joint Approach to Learner Support 44 5.4 Best Practice in relation to Early Years Provision 45 5.5 Health Wellbeing & Social Competence 46 5.6 Enhanced Parental Engagement in Education Process 47 5.7 Multi Professional & Multi Sectoral Service Provision 48 5.8 Raised Aspirations of Children & Young People 49 5.9 Raised Aspirations of Parents 50 5.10 A Commitment to Lifelong Learning 50 5.11 Increased Employability 51 5.12 Effective Early Intervention 52 5.13 Improved Emotional & Social Health & Wellbeing 52 5.14 Improved Economic & Environmental Wellbeing 53 5.15 Increased Enjoyment of Learning 54 5.16 Improved Educational Achievement 55 5.17 Positive Contribution to Community & Society 56 5.18 Increased Sense of Safety & Stability 57 5.19 Increased Respect of Individual Rights in Society 57 5.20 Integrated Structure 59 6.0 Conclusions 60 7.0 Areas for Consideration 67 Appendix 70



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Executive Summary Quaesitum, Independent Evaluation and Research were commissioned in August 2007 by the Belfast Education & Library Board (BELB) to carry out an independent evaluation of its Integrated Services for Children & Young People Project delivered on behalf of the Health Action Zone (HAZ) Terms of Reference were agreed for the evaluation. Interim Evaluation Reports were submitted in September 2008 and January 2011 respectively. This is a Final Evaluation Report reflective of inputs, processes, outputs and outcomes up to 31st March 2011. An Evaluation Reference Group has ensured that the evaluation remains focused on the Terms of Reference agreed. Desk research has included reference to a wide range of relevant policy and research, the original Application for Funding, minutes of meetings, Project Implementation Plans and Progress Reports. The quantitative data, available as at 31.03.11 is taken from the Programme Leader’s reports and the Online Monitoring Database. The views of stakeholders were sought using a variety of data collection methods: ongoing verbal contact with the Programme Leader, face to face semi-structured interviews, telephone interviews, focus groups and in depth interviews with service recipients. The HAZ identified an opportunity to move forward its work associated with delivering integrated services to children and young people through a funding application to the Integrated Development Fund (IDF). Fundamentally the application acknowledged the need for holistic support for children and families who are particularly vulnerable, residing in West Belfast and Greater Shankill. It was advocated that such support would be addressed through locality planning and coordinated, integrated service delivery. Essentially the funding offered the opportunity to pilot and test a model of integrated working. The Application (£5m) was submitted in January 2004 and an Economic Appraisal was conducted in 2005. The Application was successful and funding was secured initially for the period 01/04/07 - 31/03/10. In April 2007 the funding was released to the BELB as the accountable partner for the IDF. It was initially agreed that funding could be carried forward each year and transferred across the four IDF pillars (early years, parent support, health & well being & learner support.) During 2009 funding difficulties arose which had implications for staff recruitment and selection and for the implementation of the programme in general. This is recorded as having had a negative impact on progress and on morale. In order to address the aims and objectives set out in the Application for Funding a complex model of working has been adopted. The complexity arises chiefly from the fact that multiple partners, across the statutory and community sectors, are working collaboratively to address the needs of different communities. This has required an investment in building relationships and trust. The programme is delivered through the Belfast Education & Library Board on behalf of the Health Action Zone Partnership. It must be acknowledged that the work is being delivered in an environment of significant change within health and education. The work sits very well within its policy and research context in that it fundamentally acknowledges the need for holistic support for children and families who are particularly vulnerable. It is unique in that it provides an integrated approach to service provision which is specifically directed to address identified need at a local level. The focus on learner support, health and wellbeing, early years and parent support has



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enabled this holistic approach to grow and develop around and within the family unit. The programme strives for the same outcomes for children and parents as laid out in government policy. High Level Impact Statements which reflect the Programme for Government and the Children & Young People’s Strategy have been drawn up. These espouse early intervention and a holistic approach to supporting children and young people through a focus on the whole family unit and they provide the strategic direction for the work. Through the multi agency, collaborative approach provided by the local ISCYP teams, capacity has been increased to provide outreach work, home visits, workshops, courses, mentoring support, advocacy, advice, and information which is specifically targeted at marginalised children, young people and their families. Central to the ethos of the programme is the principle that local need can be more efficiently and effectively addressed if services are planned, commissioned and delivered in a more integrated way. The model acknowledges the local needs of the communities in West Belfast and Greater Shankill and provides the opportunity for a better and more mature understanding of both statutory and community service provision. The common focus of service providers is to deliver services to those in greatest need. Management structures and systems have been put in place which aim to nurture a commitment to successful collaborative and integrated service planning and delivery for children, young people and their families. A Project Board has been established to maintain a focus on the long term vision of integrated services. Membership comprises key stakeholders across sectors including the Health & Social Services, Public Health Agency (PHA), City Council, Education and Area Partnership Boards. In order to ensure a focus at local level, two Local Implementation Action Groups (LIAGs) were established in Greater Shankill and West Belfast with the lead for each Group being with the respective Partnership Boards. Locality planning and delivery has been assured and greatly assisted by local steering groups and direct links to the Neighbourhood Renewal Partnerships. The result is that services are delivered by locally based teams in local schools, homes, youth clubs, leisure centres and community centres to local communities. The Programme Leader takes the programme forward at both a strategic and operational level and provides an overview at both levels. She reports monthly to the Project Board and is also accountable to the Department of Education which requires ongoing response to queries for information in relation to progress against targets. She supports the governance, financial management and budgeting of the work and is a member of the Governance Sub Group. The Area Programme Managers manage teams of four Operational Managers in West Belfast and three in Greater Shankill and their respective delivery staff. They ensure that local need is met in a coordinated, non duplicative manner and provide a vital role in enabling local families and young people to access all the services they need. In order to do this they work with a wide range of service providers and establish close links and local partnerships to facilitate referral and access to the appropriate services. It is clear from the evaluation that the Programme Managers and their respective teams are highly motivated and that there is significant respect for their input. In West Belfast, a significantly larger area than Greater Shankill, the Operational Managers are geographically allocated in Greater Falls, Upper Falls and Upper Springfield and there is an



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Operational Manager responsible for the Alternative Education Provision (AEP) aspect of the work. Teams are based within each of four neighbourhood renewal areas and operate along four themes of Education/Learner Support, Youth Development and Inclusion, Health & Wellbeing (focus mental health) and Family Support. In Greater Shankill the Operational Managers are organised under areas of work namely, Early Years, Youth Development, Educational Aspiration and a Multi Disciplinary Team. They meet regularly and report to the Programme Leader on a monthly basis. Inputs, processes, outputs and outcomes are monitored on an Online Central Monitoring Database and via monthly reporting systems. Targets have been reviewed on an ongoing basis and adjusted to ensure appropriateness and non duplication of services. Analysis indicates that targets have for the most part, been met or exceeded. There are internal evaluation records within each of the teams. Although this information is reviewed to inform service delivery and to complete the Programme Leader’s reports there is, no written or electronic system in place to systematically collate or analyse participant feedback. The programme was formally launched in October 2009 by the Deputy First Minister and the event was very well attended. In addition, the Minister for Education launched the work in West Belfast in January 2010. A Briefing Paper was written and distributed to all key Government Departments and presentations of the ISCYP programme were made to a range of agencies and organisations. A number of meetings have taken place at Departmental level with key Project Board members and Ministers. Site visits were also arranged to allow key personnel from the OFMDFM, Junior Ministers and the Minister for Justice to observe and learn about the ISCYP programme first hand. Quaesitum Independent Evaluation & Research was commissioned to write a Synopsis Paper highlighting the successes and the lessons learnt and presented the economic argument for investment, in children, young people and their families. Communication has been acknowledged by the Project Board to be crucial to the ongoing success of the work and a Communication Strategy is in place with a specific focus on addressing political, economic, informative, social, technological, legal and environmental objectives. Referrals to the programme come from a wide range of agencies and organisations across the statutory, voluntary and community sectors. The diversity of sources across the four pillar areas of ISCYP demonstrates a growing need for the services provided through ISCYP. It is clear that services are being delivered to the ‘harder to reach’ population of children, young people and their families. The issues presented are varied and complex and include educational disengagement, childcare, debt management, domestic violence, poor mental and physical health and relationship breakdown. There are a wide range of interventions and programmes available to address the issues presented in as holistic and coordinated a manner as possible. Services are unique in that they are family focused, provide one to one support and are better coordinated as a result of the links made with other statutory, community and voluntary agencies and organisations. According to the Online Monitoring Database 3603 clients have been assisted through the programme. 1821 (51%) were male and 1123 (49%) were female. 3086 (86%) were 25 years of age or less, the remainder ranged from 26 – 82 years of age. 2260 (63%) of these clients have been assisted in West Belfast and 1343 (37%) in Greater Shankill.



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In terms of assistance received, 52% of the programme focused on learner support; 14% focused on early years; 23% focused on health & wellbeing and 11% focused on parent support. Assistance includes outreach and centre based youth support services and health, social and emotional resilience programmes. Programmes have included a focus on anti obesity and healthy eating and on personal development, building self esteem and raising aspirations. Young people have also accessed after school provision and received support, for example, in relation to literacy, numeracy, GCSEs, essential skills, social & life skills, careers, ICT and personal development. Intensive one to one support has been delivered to families including support through home visits. Young people and parents have been offered a range of complementary, alternative and holistic therapies. Parents have also participated in parenting courses, social and emotional literacy workshops and confidence building workshops. They have also received a range of practical support programmes including, for example, transition from primary to secondary school, learning difficulties support including a focus on dyslexia, ADHD and ASD, specialist physiotherapy, health and safety, healthy eating, family cooking and managing your money. Services are delivered by highly motivated staff. They are creatively designed and delivered to engage young people and parents and they provide additional quality support at a local community level. The ISCYP offers a valuable contribution to addressing all the relevant policy drivers in relation to children, young people and their parents. The fact that it is locality based, family focused and youth specific and offers holistic one to one support and group support sets it apart from other services. In its uniqueness it therefore represents value for money through its early intervention and preventative work. Equally, the complexity of need which ISCYP addresses, contributes to the value for money aspect. Any analysis of outcomes must acknowledge the short timeframe in which integrated services have been delivered and the uncertainty of funding during a significant proportion of that timeframe. Outcomes are very much in line with the outcomes set out in the Children and Young Peoples’ Strategy and are the direct result of the integrated structures in place through local partnerships and links to the Neighbourhood Renewal Partnerships. There is evidence of a joint approach to learning, a commitment to lifelong learning, improved enjoyment of learning, enhanced parental engagement in education and improved educational attainment. Related outcomes include increased employability and the raising of aspirations in respect of children, young people and their parents. Underpinning all of these outcomes, there is also evidence of increased resilience and independence both in relation to young people and their parents. This is already showing enhanced ability to contribute to society and life in general through re-engagement in education and more confident parenting, for example. Best practice has been identified and followed in relation to early years provision and supporting learners through Teacher Training Input. Effective early intervention is in place and there is evidence of improved health wellbeing & social competence in children and young people. ISCYP has addressed the aims of its key sponsors and has successfully demonstrated a model of integrated working which merits appropriate resourcing. It has tackled the IDF aims in that it has contributed to the economic and social regeneration of West Belfast and Greater Shankill. It has addressed the aims and objectives of the HAZ in that it has contributed to giving children a better start in life. In terms of addressing the aims and objectives of the BELB it is very clear that the ISCYP work is contributing to lifelong learning. Standards have been improved in relation to learner support. As with the BELB, the ISCYP work is addressing the aims and objectives of the CCMS in that it is tackling inequalities in access to learning and education caused by disadvantage and deprivation. In terms of the Belfast Trust, ISCYP acknowledges that health inequalities are unjust and tackles them by working in partnership across all sectors to deliver services in a more coordinated and integrated way.



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There is significant evidence to show that this unique model of working is an effective approach to tackling disadvantage, improving educational attainment and enhancing health and emotional wellbeing. There are, however, a number of challenges and opportunities which have been acknowledged in the course of the evaluation. These include the short term nature of funding to meet long term aims and objectives, the reluctance to share information, the limited understanding of integration, the over ambitious nature of aims and objectives, the changing environment within health and education, the identification of a suitable government department to locate integrated services, and the need for a long term strategic vision to plan, resource and deliver integrated services. Notwithstanding the difficulties presented by these challenges, there must be a continued focus on a strategic, long term vision which encompasses all service provision (statutory/community/voluntary) in all planning, resourcing and delivery decisions in relation to services for children, young people and their parents. Such a vision should include exploring the replication of the model of working across Belfast and beyond to plan and deliver services to children and young people in a more integrated way. Given the identification of an effective integrated model of working, it is necessary for commissioners, budget holders and planners to work in a more integrated way to plan design and deliver services to children, young people and their families. A pooled budget to deliver integrated services to children, young people and their families would support such development. In attracting mainstream funding to deliver services in a more integrated manner one must concentrate on the unique qualities of the model of working, its local base, its holistic, complementary and non duplicative nature and, more specifically, the fact that it is reaching the more complex and hard to reach individuals.

Assuming that the work will continue, there is scope for more integrated working, in the first instance, across West Belfast and Greater Shankill and in the second instance there is scope for greater integrated working within the teams in each area. More specifically, consideration might be given to delivering the AEP work in West Belfast across Greater Shankill as well. External to the programme, there is scope for more joint training and awareness raising with ISCYP staff and teachers, for example, to increase awareness of the need for more integrated working with the statutory services working closely with the community sector, complementing each other and learning from each other. It is also recommended that management structures are reviewed and roles and responsibilities clarified. The Online Monitoring Database should be reviewed and all internal evaluations should be systematically collated and analysed and a written record maintained.



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1.0 Background 1.1 Introduction

Quaesitum, Independent Evaluation and Research was pleased to respond to a request from the Belfast Education & Library Board (BELB) in August 2007 to draw up a Proposal for an independent and objective evaluation of its Integrated Services for Children & Young People Project (ISCYP) delivered on behalf of the Health Action Zone (HAZ). Interim Evaluation Reports reflective of inputs, processes, outputs and outcomes were agreed in September 2008 and January 2011 respectively. This is a Final Evaluation Report, reflective of inputs, processes, outputs and outcomes up to 31st March 2011 inclusive.

1.2 Integrated Services for Children & Young People (ISCYP)

Developing integrated services for children and young people has been a key work stream of the Health Action Zone since its inception in 1999. HAZ identified an opportunity to move this work forward through a funding application to the Integrated Development Fund (IDF). Essentially the funding for ISCYP has provided the opportunity to pilot and test a transferable integrated model of working. Fundamentally the ISCYP Programme acknowledges the need for holistic support for children and families who are particularly vulnerable. It advocates that such support should be addressed through locality planning and coordinated, integrated service delivery. The ISCYP is a programme focused on the development of effective integration of services for children and young people in West Belfast and Greater Shankill. The work fosters collaboration across the statutory, community and voluntary sectors. In broad terms it is focused on improving services for children, young people and their families who reside in some of the most deprived areas in Northern Ireland (NISRA results published in March 2010 show parts of the Falls, Shankill and Whiterock have the highest relative deprivation).

It is well documented that West Belfast and Greater Shankill are two of the most deprived areas in Northern Ireland and continue to be among the most socially disadvantaged in the aftermath of the Troubles. Geographically, the Integrated Services for Children & Young People (ISCYP) focuses on Clonard, Falls, Whiterock, Upper Springfield, Lenadoon, Andersonstown, Crumlin, Shankill, Woodvale and Glencairn. The focus on integration was supported by the work of the Employability Task Force in Shankill and West Belfast and linked with the goals of the Health Action Zone (HAZ).



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Services are focused in four broad areas: Learner Support, Early Years, Health & Wellbeing and Family Support. There are two ISCYP Teams, one addressing the needs of people residing in West Belfast and the other addressing the needs of people residing in the Greater Shankill area. The area covered in West Belfast is significantly larger than in Greater Shankill. In West Belfast the teams are geographically organised. There are three Full Service Community Teams based throughout Greater Falls, Upper Falls and Upper Springfield working on the four themes i.e. Education/Learner Support, Youth Support, Health & Wellbeing (focus on mental health) and Family support. The Alternative Education Team works across the whole of West Belfast on KS 2 & 3 Transition, KS4, AEP and the Dissemination of Good Practice. In Greater Shankill the teams are organised under thematic work programmes WP1 Family Support/Early Years; WP2 Youth Development and WP3 Educational Aspiration with AEP integrated into the WP3 area.

1.3 Funding A successful application was made to the Integrated Development Fund in 2004 with 3 year funding (£5,000,000) initially secured for the period 01/04/07 – 31/03/10 (See Appendix for details of IDF Aims & Objectives). The target population is described as children and young people in the age category 0-18years, extended to 25 years to cover those young people with specific learning difficulties, with a particular focus on a sub-group of Young People at Risk. Fundamentally, the Application for Funding acknowledged that existing interventions are not adequate in tackling the vulnerability of children and young people. They have not succeeded in shifting the problems of low educational attainment, poor parenting skills, teenage pregnancy, poor mental health, high unemployment and anti-social behaviour.

One of the key goals of ISCYP was that services would be mainstream funded and that the statutory budget for children and young people would be profiled to include ISCYP. In terms of future funding the Social Investment Fund is an £80,000,000 fund aimed at reducing poverty and unemployment over a four year period. The fund aims to support an integrated approach to economic regeneration and employability. In this respect ISCYP sits well within the Fund in that it is successfully tackling the barriers to employment and to full social integration through a locality based planning and delivery model of working.



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1.4 The Model of Working

A multi agency approach has been adopted involving the statutory, voluntary and community service providers working together collaboratively to plan and deliver services in a more coordinated and holistic manner to children, young people and their families residing in West Belfast and Greater Shankill. It must be acknowledged that this is a complex model of working chiefly because it involves multiple stakeholders working together as partners to address the needs of the most vulnerable in different communities. Consequently, a significant amount of time and energy has been invested in the process – on the one hand, engaging communities, whilst, on the other hand, creating better understanding between community providers, statutory services and, in general, creating a climate where all partners can focus on common outcomes. The Neighbourhood Renewal Partnerships and the respective Partnership Boards have played a significant role in ensuring that services are based on local need and are complementary and additional to existing services.



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2.0 Methodology 2.1 Introduction

This Chapter outlines the methodology employed in the evaluation process to date. All stakeholders interviewed were assured that their responses would be treated in the strictest confidence. The Interim 1 Stage of the evaluation focused primarily on inputs and processes to date. The Interim II stage continued to focus on inputs and processes and also to reflect the outputs and outcomes of the work up to 31.03.10. This final evaluation is reflective of inputs, processes, outputs and outcomes up to 31.03.11 inclusive.

2.2 Evaluation Terms of Reference The following Terms of Reference have been agreed for the evaluation:

1. To trace the evolution and implementation of the Integrated Services for Children & Young

People Initiative with a particular focus on the development of the LIAGS.

2. To place the ISCYP in the context of current government policy and research.

3. To put in place appropriate internal monitoring and evaluating systems to record the inputs, processes, outputs and outcomes including the relationships which develop, the networks which emerge and the new partnerships which come into being.

4. To assess progress against the four stated themes, with a particular focus on the extent to

which the following have been achieved: • There is evidence of a joint approach to learner support • Best practice has been identified and followed in relation to early years provision • The health and wellbeing and social competence of children and young people has

been addressed • The level of parental engagement in the education process has been enhanced both

in relation to children and parents.

5. To assess progress against the stated criteria associated with the four themes with a particular

focus on the extent to which the following has been achieved: • Multi professional and multi sectoral service provision • The aspirations of children and young people have been significantly raised • The aspirations of parents have been significantly raised • A commitment to lifelong learning has been achieved • Employability has been increased • Effective early intervention practice is in place.

6. To assess the extent to which the ISCYP can be sustained in the future i.e. service

development can be maintained and influenced.



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7. To assess the extent to which the ISCYP represents value for money against the financial contribution made by the IDF to include any added value in terms of improved quality of life and enhanced life chances for children and young people.

8. To assess the extent to which the ISCYP addresses the aims and objectives of

• IDF • The Health Action Zone • Belfast Education & Library Board • Catholic Council for Maintained Schools • Belfast Health & Social Care Trust.

9. To assess the effectiveness of the management and staffing structures and systems supporting Project implementation i.e. the roles of the Programme Leader, the LIAGs and HAZ Project Board.

10. To measure the impact on the target population with a particular focus on the following

evidence: • Improved emotional and social health and wellbeing • Improved economic and environmental wellbeing • Increased enjoyment of learning • Improved educational achievement • Positive contribution to community and society • Increased sense of safety and stability • Increased respect of individual rights in society

11. To make recommendations to enhance the Project’s effectiveness and efficiency where

necessary.

2.3 The Evaluation Reference Group

The Evaluation Reference Group (ERG) comprising representatives from the HAZ, BELB, CCMS, BHSCT, GSLIAG, WBLIAG, and Quaesitum was established to guide and direct the evaluation process and to ensure that it remained focused on the Terms of Reference and on the reasons for which funding was secured. The primary focus of the group has been to ensure progress and provide comment on the draft reports with regard to their accuracy. The ERG met for the first time on the 5th March 2009 and has formally reconvened three times on 17th September 2009, 8th July 2010 and 3rd August 2011. A significant amount of time and effort has also been provided by the Group via electronic communication.

2.4 Desk Research

Desk research has been an ongoing part of the evaluation process. The documentation reviewed has included the following:

• Application for Funding

• Economic Appraisal

• HAZ/BELB/CCMS and Belfast Trust Strategic Documentation



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• All relevant strategic documentation including the Children & Young Peoples’ Funding Package, Strategy for Neighbourhood Renewal, Investing for Health etc.

• Minutes of all meetings

• Available research and literature supporting aspects of the integrated approach to service provision

• Expressions of Interest/ Proposals/Project Implementation Plans etc.

2.5 Elicitation of Stakeholder Views

This aspect of the evaluation process is designed to complement the data gathered as part of the documentary review. The Tables below identify the key stakeholders and the methodology employed to canvass their views for the purpose of the evaluation. All those interviewed were assured of confidentiality.

Stakeholders Methodology HAZ: Mary Black

Ritchard Brazil Elaine McCarthy

Programme Leader

1 Face to Face Semi-structured Interview Ongoing verbal/email contact Face to Face Interview (background information)

Project Board Harriet Ferguson John Growcott Terry Murphy Danny Power Jackie Redpath Noel Rooney Jill Trotter Sarah Jane Waite

Face to Face Interviews (n=8)

LIAGs

Greater Shankill

West Belfast

Schedule by email Focus Group with representative sample (12/05/08)

In House Reference Group

Schedule by email (n=2)

Table 1: Interim 1: Methodology for the Elicitation of Stakeholder Views



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Stakeholders Methodology

Programme Leader Ongoing verbal/email contact 1 Face to Face semi structured Interview (March 3rd 9.30am)

Strategic Level HAZ BELB CCMS Belfast Trust Department of Health Department of Education

Schedules by email

Project Board 1 Focus Group (March 24th 2.00pm)

Operational Level Manager – Mairead McCafferty Operational Managers - Cara, Angela, Caoimhin, Louise Delivery Teams Executive Local Implementation Group

1 Face to Face semi structured interview (March 15th 2.00pm) 4 Face to Face semi structured interviews (25/02, 04/03, 24/03, 25/03) 1 Focus Group (March 22nd 9.30am) Brief Face to Face semi structured interviews completed with: UF Family Support Team (23/03), US Team (24/03), AEP (25/03) & GF Youth Worker & Family Support Worker (18/05) UF focus group with Full Team (10/05) 1 Focus Group (February 25th 2.00pm)

External Operational Level UF – Tom Armstrong (Principal CBS) US – Mary McGlade (Armonagh Family & Community Centre) AEP – Mary Nolan (New Start) GF – Pamela Shields (New Start)

1 Telephone semi structured interview 1 Telephone semi structured interview 1 Brief Face to Face semi structured interview (25/03) 1 Brief Face to Face semi structured interview (18/05)

Children & Young People UF Parent re son US Parent re son (n=2) AEP – 1 male & 2 Females GF Young Girls Group GF Young Volunteers Group

Analysis of internal monitoring & evaluation records In depth 1 In depth Face to Face Interview (23/03) 2 In depth Face to Face Interviews (29/03) 3 Face to Face semi structured Interviews (25/03) Focus Group (17/05) Focus Group (17/05)

Parents UF Family Support Group (n=8) US Parent (re son & self) GF Parents

Analysis of internal progress reports 1 Focus Group (March 23rd 10.15am) In depth Face to Face Interview (24/03) In depth Face to Face Interview (18/05)

Table 2: Interim 2: Methodology for the Elicitation of Stakeholder Views – West Belfast



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Programme Leader Ongoing verbal/email contact 1 Face to Face semi structured Interview (March 3rd 9.30am)

Strategic Level HAZ BELB CCMS Belfast Trust Department of Health Department of Education

Schedules by email

Project Board 1 Focus Group (March 24th 2.00pm)

Operational Level Manager – Tara Brown Operational Managers – Una,David,Sarah Jane & Nicola Delivery Teams Executive Local Implementation Group

1 Face to Face semi structured interview (March 11th 12.30pm) 4 Face to Face semi structured interviews (10/03, 10/03, 11/03, 10/03) 1 Focus Group (March 22nd 9.30am) Face to Face semi structured interviews completed with: 2 Peer Educators (19/04) Careers Advisor (19/04) 2 Youth Counsellors (20/04) 1 Focus Group (March 9th 9.30am)

External Operational Level WP1 – Jackie Walker (Shankill Health Centre) WP1 – 1 Nursery School Principal WP2 – Barry Smith; Host Agencies; Anne Bill (FASA) WP3 – Janice Clarke; Johnny Smith

1 Telephone semi structured interview (19/05) 1 Telephone semi structured interviews (20/05) 1 Telephone semi structured interview; Focus Group (19/03); 1 Face to Face semi structured interview (06/05) 2 Face to Face semi structured interviews (12/04; 19/04)

Children & Young People / Parents WP1- Parent (re son) WP2 – Apprentices (UUJ students) WP2 - Student WP2 - Counselling clients (n=2) WP3 – Girls’ Model Pupils; Parent WP3 - Boys’ Model Pupils

Analysis of internal progress reports 1 In depth Face to Face Interview (10/05) Focus Group (12/03) 1 In depth Face to Face Interview (12/03) 2 In depth Face to Face Interviews (19/03) Focus Group (12/04); 1 In depth Face to Face Interviews (12/04); 1 Face to Face Interview (12/04) 2 In depth Face to Face Interviews (19/04)

Table 3: Interim 2: Methodology for the Elicitation of Stakeholder Views – Greater Shankill



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Programme Leader Project Board

Ongoing face to face/verbal/email contact 1 Face to Face semi structured Interview (26/05/11) 1 Focus Group (21/06/11)

External Stakeholders David Cargo (CEO BELB) Terry Murphy (CCMS) Peter Finn (Principal St Mary's College) Yvonne Adair (NIO) Frances Donnelly (Belfast Trust) Phil Clarke (St John the Baptist PS) Seamus Mullan (PHA) Trevor Murphy (BELB Youth Services) Tish Holland (Sure Start) Sue Ramsey (MLA)

1:1 telephone interviews (n=8) 1 Face to Face interview (12/04) 1 Face to Face interview (04/05)

Operational Level Workshop – Shared Learning all Teams Programme Managers –Nicola Verner, Mairead McCafferty Operational Managers – Una, David, Sarah Jane, Jim, Angela, Lorraine, Louise Delivery Teams – Greater Shankill Delivery Teams – West Belfast

Focus Group (11/03/11) Face to Face semi structured interview (30/03/11, 07/04/11) 4 Face to Face semi structured interviews (30/03,12/04,13/04, 04/05, 12/05) Face to Face semi structured interview completed with Family Support Worker (30/03/11) Focus Groups completed with: US Full Team (12/04), UF Full Team (13/04), GF Full Team (04/05) &AEP (12/05)

Children & Young People / Parents GS Parent UF Parents UF Young people US Parents GF Parents

Analysis of internal progress reports Analysis of internal m&e records 1 In depth Face to Face Interview (30/03/11) Focus Group (13/04) 2 In depth Face to Face Interviews (13/04) Focus Group (12/04) Focus Group (04/05)

Table 4: Final: Methodology for the Elicitation of Stakeholder Views

Teams were asked to identify the strategic and operational representatives they linked with, together with, a sample of beneficiaries who were broadly representative of the ISCYP service provision in their area. All stakeholders were selected having regard to geography, sector and pillar following a consultation process with the Programme Leader and the ISCYP Teams.



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3.0 Inputs & Processes

3.1 Introduction

This Chapter describes inputs and processes to date. Any analysis of inputs and processes to date must be set in the context of significant change particularly within the Health and Education sectors. Against this backdrop it is to be commended that the Project Board members, the membership of the two Executive Local Implementation Action Groups (LIAGs), the Partnership Boards, the Programme Leader, Programme Managers and respective teams have maintained a focus on integrated service delivery for children and young people. The information presented is based on internal documentation and on the evaluation fieldwork.

3.2 Management Structures & Systems

A significant amount of time and effort has been invested in the process of establishing and building a model of working to deliver integrated services to children and young people. A number of agencies and organisations have played a key role in their input to the process. They are represented on the Project Board and in the Executive LIAGs and they give generously of their time to guiding and directing the establishment of a model of working to deliver integrated services to children and young people. The complexity of the work has necessitated a robust management structure which maintains a focus on both the strategic and operational direction of the work. To this end there are a number of levels of governance and these are described in the sections below.

3.2.1 The Project Board

The Project Board (see Appendix for membership) has established and maintained a long term vision for the integration of services for children and young people and has driven the development of practice. Through the Project Board, the HAZ has succeeded in bringing the key stakeholders together to engage in a process which ensures that priorities are collectively addressed through a process of reflective challenge.

A number of thematic meetings have taken place since January 2010 in order to bring the operational ISCYP teams together to focus on issues specific to health, education, youth services, joint protocols and the implications for mainstream services. The Project Board identified the issues to be raised and the representatives best placed to contribute to each



18

respective theme. To date, themed meetings have taken place in respect of Youth, Education/Learner Support, Family Support and Joint Protocol and were reported to have provided an opportunity to focus attention on specific areas of service provision, to share information and good practice and to identify opportunities for integrated working to enhance the delivery of services.

3.2.2 Executive Local Implementation Action Groups (LIAGs)

At the outset, the Partnership Boards were used as the vehicle to set up Local Implementation Action Groups (LIAGs) in each Partnership Board area i.e. Greater Shankill and West Belfast. The lead for each LIAG rests with the respective Partnership Boards. Each LIAG was required to demonstrate that they engaged with all the local areas within the Partnership Board area and to make links with other relevant developments such as Surestart and Neighbourhood Renewal, for example. The overall aim is to include local people and front line staff and managers who are most aware and in touch with local need and to ensure that strategic priorities and local priorities are addressed in service delivery at a local level. In April 2008 the Project Board approved a change of remit of the LIAGs to serve more directly as a Steering Group for each of the Programme Managers. From this point the LIAGs are referred to as Executive LIAGs. The GSLIAG became smaller at this point. (Terms of Reference are presented in the Appendix).

3.2.2.1 Greater Shankill Executive Local Implementation Action Group (GSLIAG) It must be noted that the GSLIAG area is significantly smaller geographically than West Belfast. Many of the existing structures have been employed to advance the aims and objectives of the Project. In June 2006 it was agreed that the Education Subgroup of the Greater Shankill Convention would be the natural place for the LIAG. It was further agreed in November 2006 that membership would also include the Young Peoples’ Task Group of the Greater Shankill Convention. Both these groups are part of the neighbourhood renewal process.

3.2.2.2 West Belfast Executive Local Implementation Action Group (WBLIAG) Unlike Greater Shankill, West Belfast is a very wide area and consequently structures and systems to manage the process have been much more complex. There are four Neighbourhood Partnerships represented on the LIAG: Greater Falls, Upper Springfield, Lenadoon and Andersonstown. In order to assist the process, the four Neighbourhood Renewal Partnerships have been used as membership of the LIAG and, in this sense existing structures have been successfully employed. The process has required working within and across very different structures.The structure of the programme is described in Figure 1 below.

HAZ Council

ISCYP Project Board

ISCYP Programme of Work Programme Leader

Partnership Boards Greater Shankill & West Belfast

LIAG Executive Groups

BELB Host Organisation

BELB Chair of Governance Group

Financial Audit System

Funder Monitoring and Evaluation

Administration

Family Support/Early Years: Coordinator; (6 Family Support Workers (3.5ftes); 1 Ante Natal Support Worker (0.4ftes); 1 Early Years Development Worker (0.8ftes) (based at Spectrum

Young People: Coordinator; 2 Youth Counsellors; 7 Apprentice Youth and Community Workers (based Spectrum Centre & host agencies)

ISCYP Multi-disciplinary team: Manager & 3 Coordinators (based at Spectrum Centre)

GSLIAG Team Manager (based at Spectrum Centre)

Educational Aspiration/AEP Shankill: Coordinator; 2 Personal Development Mentors; 2 KS3 Advisors; 1 Community Learning Advisor (Based at Spectrum Centre & BMSG & BBMS)

Full Service Community Upper Springfield: Operational Manager; 1 ft Administrator; 2 Education Ready Support Workers (30hrs); 3 Family Support workers (25, 16 & 16 hrs); 1 ft Youth Development Worker; 2 Peer Educators (20 & 16hrs)) (based at shop premises on Upper Springfield Road)

Full Service Community Greater Falls: Operational Manager; 1 ft Administrator; 2 ft Family Support Workers; 2 pt Counsellors; 1 ft Youth Development Worker; 1 ft Youth Outreach Worker; 2 pt Peer Educators (based at Frank Gillen Centre)

AEP West: Operational Manager; 1 Support Worker (based at Newstart Education Centre, Falls Road)

WBLIAGS Manager (based at WBPB)

Full Service Community Upper Falls: Operational Manager; 1 pt Administrator; 1 ft Education Ready Senior Support Worker; 1 ft Education Support Worker; 1 ft Family Support Team Leader; 2 pt Family Support Workers; 1 ft Youth Team Leader; 2 Youth Development Workers; 1 pt Youth Counsellor; 1 ft Peer Educator; 1 ft Youth Outreach Worker (based at

Executive Project Board Monitoring and Evaluation

Quality Assurance

Figure 1: ISCYP Relationship Chart/ Management Structure

3.2.3 ISCYP Teams

The evaluation process has shown that the Programme Managers and their respective teams, as described in Figure 1 above, are highly motivated and committed to delivering a service at a local level which is non duplicative and complementary to existing services. To this end they have established positive links and partnerships with existing providers to facilitate referral and access to more coordinated and holistic services for children, young people and their families. Their input is respected and valued by those external providers who were consulted in the evaluation process.

3.3 Project Processes

It is widely acknowledged that the work has been taking place in the aftermath of significant change following the Review of Public Administration and more recently, within Education. These changes resulted in uncertainty for a period of time among key personnel within the statutory sector as to their roles and responsibilities in the future. This in turn led to a lack of continuity in many cases in relation to the personnel with whom ISCYP staff had established a rapport and built good working relationships. It is generally agreed that the process to develop and deliver ISCYP has been protracted and complex but that this has been necessary in order to deliver services which meet local community needs and aspirations and which are provided collaboratively by the statutory, voluntary and community sectors.

3.3.1 Moving from Proposal to Contract

The process of moving to Contract was very carefully managed in the first instance by the Programme Leader and overseen by the Project Board. Proposals were developed and drafted over a significant period of time by the LIAG members in West Belfast and Greater Shankill. Proposals were based on identified need at local level and engaging appropriate organisations and individuals in shaping the programme, which in turn helped build a sense of ownership. This process was supported by the HAZ Team and each stage of development was presented to the Project Board for further guidance and ultimately for approval. Based on the agreed work programmes in the form of Project Implementation Plans (PIPs) were submitted to the Programme Leader on a scheduled basis for approval and sign off by the Project Board. At the end of the process all work was reflected in a Service Level Agreement with the BELB and the relevant Partnership Board.

Following the signing of Service Level Agreements and the receipt of Letters of Offer, the teams were recruited across West Belfast and Greater Shankill. The Project Board also approved job descriptions for the recruitment of staff.



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3.3.2 Governance

It was agreed by the Project Board in June 2008 that a Governance Group be established to ensure that the work remained financially accountable. The Group is chaired by the Chief Executive (BELB) and has been responsible for the roll out of the Action Plans and allocation of funding. It has been responsible for putting in place Service Level Agreements and Financial Addendums between the BELB and the respective Partnership Boards and linking with the Department of Education on behalf of the programme. Membership includes representation from the Project Board Chair, PHA (formerly HAZ), BELB, the Partnership Boards, BHSCT and the Programme Leader.

3.3.3 Internal Recording

Although the Teams are recording in a similar manner to a greater or lesser extent, they are using different instruments to cater for the wide variety of programmes and interventions available. There is also some evidence of sharing recording systems and this is to be encouraged as it is essential to the embedding of integrated services. The internal monitoring records in relation to 1:1 service provision are collated on an ongoing basis to feed into the monitoring requirements of the Programme Leader's monthly Progress Reports.

3.3.3.1 Monitoring

The focus on gathering data has been primarily to ensure accountability to the aims and objectives for which funding was secured. The Programme Leader identified a resource within the BELB to assist in setting up a Central Monitoring Database. Internal instruments to gather the necessary information to record inputs, processes, outputs and outcomes were designed together with an appropriate a reporting system to be completed by each Programme Manager and submitted to the Programme Leader on a monthly basis. The West Belfast and Greater Shankill Teams were fully consulted and encouraged to test at each stage of development and to identify any issues arising. The BELB in house technical expert amended the system accordingly. Designated members within the ISCYP Teams attended a training session on the On line Monitoring System and provided input based on piloting the initial draft of the database.

3.3.3.2 Evaluation

An Evaluation Sub Group was established in January 2009 comprising representatives from the GSLIAG, WBLIAG, CCMS, PHA (formerly HAZ), BHSCT and Quaesitum. The purpose of the ERG is to ensure that the evaluation remains focused on the Terms of Reference for the evaluation. An Evaluation Framework was developed by the Evaluator in conjunction with the Programme Leader and respective Programme Managers. Its purpose is to maintain a focus on the aims and objectives for which funding was secured and adequately reflects the impact of the services being delivered.



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High Level Impact Statements have been designed to link activity to high level outcomes which reflect government policy. These High Level Impact Statements, which can be measured, reflect the nature of the work locally, accord with the Evaluation Frameworks and mirror the High Level Impact Statements of the Children & Young People's Strategy.

3.3.4 Communication In a Project of this complexity the importance of communication has been acknowledged by the Project Board. Consequently, the programme has adopted a structured approach to the issue of communication and has worked to guides and protocols. A comprehensive Communications Plan, in place at the time of writing, highlights the objectives of the programme and the objectives of communication required to realise the full potential of the work. The objectives are identified as being political, economic, informative, social, technological, legal and environmental in their focus. The Plan also highlights the strengths and weaknesses of the programme and the key messages to be presented to the media and to stakeholders. The key messages are focused on the programme being all inclusive, a medium to deliver long term dividends from investment and an effective approach to tackling the aims set out in the Programme for Government

The target audience is ranked by importance and an associated Work Plan is drafted in relation to general promotion, internal communication, media relations, public affairs, publicity materials and website electronic communication. The Plan has also addressed the various ways of evaluating the success of the Communications Plan to ensure that it continues to ensure adequate communication at all levels of the programme both internally and externally.

3.3.5 Lobbying In order to advance the argument for mainstreaming ISCYP the need to evidence the ISCYP model of integration has been consistently and persistently identified as vital to the success of the work. To this end a sub group of the Project Board was established (January 2010) to address the lobbying aspect of the work. The Sub Group of the Project Board met for the first time in February 2010 and the importance of agreeing a clear message which describes the evidence base, accurately reflects the work, states the impact of the ISCYP and links to relevant departmental policies, was considered to be the starting point.

As part of the lobbying process, a detailed Briefing Paper was developed and shared with key Government Departments and presentations of the ISCYP programme were made to a range of agencies and organisations including the Children & Young People's Planning Director (Health &Social Care Board), the Youth Justice Team and the Public Health Agency and the Local Commissioning Group. In addition, a number of meetings took place at Departmental level with key Project Board members and Ministers. Site visits were also arranged to allow



23

key personnel from the OFMDFM, Junior Ministers and the Minister for Justice to observe and learn about the ISCYP programme first hand.

A key aspect of the lobbying was the commissioning of Quaesitum Independent Evaluation & Research to write a Synopsis Paper which summarised the work to date, highlighted the successes and the lessons learnt and presented the economic argument for investment, in children, young people and their families. The Paper pointed out the implications of the programme for future service delivery.

3.3.6 Promotion The Project (both West Belfast and Greater Shankill) was formally launched on the 15th October 2009 by the Deputy First Minister, Martin McGuinness. The launch was opened by the Chief Executive of the BELB, David Cargo with contributions from PHA (formerly HAZ), the Programme Leader and team members. In addition, the ISCYP was specifically launched in West Belfast by Caitriona Ruane, Minister for Education, on 20th January 2010. The event was opened by Gerry McConville (West Belfast Partnership Board Chair and contributions were made by Gerry Adams, MP West Belfast, David Cargo, Chief Executive of BELB, Geraldine McAteer, Chief Executive, West Belfast Partnership Board, the Programme Manager and four Operational Managers of ISCYP in West Belfast.

3.3.6.1 Strategic Level Promotion

The Project has been promoted, at every opportunity by individual members of the Project Board, HAZ partners, Executive LIAG members, the Programme Leader, Programme Managers and staff. They have encouraged presentations with a view to sharing of information within their own organisation and in relation to other relevant initiatives. The Programme Leader has given a range of presentations on the programme to a wide variety of strategic partners. There have also been a number of briefings at departmental level to ensure that there is a greater awareness of the drive for integrated services for children and young people. A range of inputs have also been made to conferences and seminars.

3.3.6.2 Operational Level Promotion

Each Operational Manager has produced leaflets, posters and cards to advertise all aspects of the services offered by ISCYP. These have been widely distributed in the local community. Some teams have also been using social network sites such as Facebook and Bebo. In addition, a number of activities have been reported in the local press. This raises awareness in a very positive way. The work of the ISCYP has also been promoted through Health Fairs / Days and outreach work in schools. Operational Managers are constantly networking.



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3.3.7 Shared Learning and Information

In March 2011 the Programme Leader organised a Shared Learning Day where all ISCYP staff met to share an overview of their respective areas of work. Staff participated in thematic workshops where they outlined their approach to each of the themes, highlighted the learning and reported on the outcomes for service recipients. Each workshop reported back on the main challenges faced, on the good practice developed and on the learning taken from listening to each other. The event was acknowledged as an excellent opportunity to learn from one another and make closer connections with each other. Many resolved to work more closely together as a result of the Workshops. For many the Day highlighted the importance of sharing practice and information and whetted the appetite for more such opportunities.

3.4 Financial Inputs

The most significant financial input has been provided from the Integrated Development Fund. As highlighted in Chapter 1, a successful application was made to the Integrated Development Fund in 2004 with funding (£5m) secured for the a three year period. In April 2007 IDF funding was released to BELB as the accountable partner for the ISCYP programme on behalf of the Health Action Zone.

It must be acknowledged that the funding environment has been particularly difficult and fraught with uncertainty. For at least half the funding period there were anxieties about funding which had a negative impact on the recruitment and retention of a full complement of staff. The Table below summarises the allocation of funding across the programme in West Belfast and Greater Shankill. It shows that the total £5,000,000 was divided equally across West Belfast and Greater Shankill.

An enhancement spend was agreed in Greater Shankill and this was used to train staff in a wide range of relevant areas and also to focus on employability. This spending is especially important in terms of the legacy of ISCYP as it has been employed to build capacity.



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SCHOOLS YOUTH YEAR1 YEAR2 YEAR3 YEAR3 TOTAL

GSLIAG AEP £32,530 £32,530 £92,376 £100,429 £225,335 Programme £87,328 £87,328 £503,641 £737,532 £1,328,501 Youth £92,677 £92,677 £355,504 £366,207 £814,388 Reduction in Prg / additional funding sought

-£27,021

-£239,240

-£266,261

TOTAL £119,858 £92,677 £212,535 £924,500 £964,928 £2,101,963 WBLIAG AEP £16,364 £16,364 £96,701 £120,423 £233,488 Programme £106,147 £106,147 £700,336 £787,666 £1,594,149 Youth £18,429 £18,429 £268,380 £294,568 £581,377 Reduction in Prg / additional funding sought

-£140,917

-£166,135

-£307,052

TOTAL £122,511 £18,429 £140,940 £924,500 £1,036,522 £2,101,962 BELB Programme Management

£87,450 £87,450 £88,500 £84,050 £260,000

Interagency Support Initiatives

£246,075

£246,075

£246,075

VCYP £65,000 £65,000 £112,500 £112,500 £290,000 TOTAL £398,525 £398,525 £201,000 £196,550 £796,075 TOTAL PLANNED SPEND

£640,894

£111,106

£752,000

£2,050,000

£2,198,000

£5,000,000

Schools £1,392,000 £1,392,000 £1,426,000 £2,818,000 Youth £160,000 £160,000 £624,000 £784,000 Future Years £2,198,000 £2,198,000 EYF carry forward

-£800,000 -£800,000 -£800,000

TOTAL ALLOCATION

£592,000 £160,000 £752,000 £2,050,000 £2,198,000 £5,000,000

Table 5: Funding Allocation across West Belfast & Greater Shankill over Funding Period



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4.0 Activities 4.1 Introduction

This Chapter describes activities to date. The information is based on internal records and on consultation with those responsible for the management and delivery of the ISCYP. The main sources of information have been the Online Monitoring Database and the Programme Leader's Report up to March 2011. The information was supplemented by the presentations made by the Operational Managers at various developmental and promotional events and by internal records made available to the Consultant.

4.2 Referrals

Referrals come from a wide range of sources and these are listed in the Appendix (‘Referral Sources’). Their diversity across the statutory sector, in particular, demonstrates that there is significant need for the services provided by the ISCYP teams. The reasons for referral are recorded on the Online Monitoring Database and are presented in Table 6 below.

West Belfast Greater Shankill

No knowledge of support 403 26% 144 60%

Unable to access statutory support 259 16% 4 2%

Unable to access community support 95 6% 11 5%

Other 818 52% 80 33%

Total 1575 100% 239 100%

Table 6: Reasons for Referral – West Belfast & Greater Shankill

The figures in the Table show that there is a significantly higher number of people in Greater Shankill who recorded that they have no awareness of support services available (60%) than in West Belfast (26%). The figures also show that access to statutory services appears to be more difficult in West Belfast, with 16% recording that they were ‘unable to access statutory services’ in West Belfast and 2% recording that they were unable to access statutory services in Greater Shankill.

Table 7 shows the distribution of responses across each of the teams in relation to reason for referral.



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GFFSC UFFSC USFSC GSWP1 GSWP2 GSWP3 GSWP4 WBAEP GSAEP Total

No knowledge

178

(33%)

223

(41%)

2 -

66

(12%)

5

(1%)

62

(11%)

11

(2%)

0 -

547

Unable to access statutory services

235

(89%)

24

(9%)

0 -

0 -

0 -

4

(2%)

0 -

0 -

263

Unable to access community services

41

(39%)

54

(51%)

0 -

0 -

0 -

0 -

11

(10%)

0 -

106

Other

11

(1%)

585

(65%)

4

(0.4%)

39

(4%)

38

(4%)

1

(0.2%)

1

(0.2%)

218

(24%)

1

(0.2%)

898

465

886 6 105 43 67 23 218 1 1814

Table 7: Reasons for Referral by Team – West Belfast & Greater Shankill

Of those who recorded that they had ‘no knowledge’ 74% are in West Belfast (33% in Greater Falls FSC and 41% in Upper Falls FSC). Of the remaining 26%, 12% are in The Early Years area of the Greater Shankill Programme and 11% are in the Educational Aspirations aspect of the work. In relation to those who recorded that they were ‘unable to access statutory services’ 89% of responses were from the Greater Falls FSC and 9% from the Upper Falls FSC. In relation to those who recorded that they were ‘unable to access community services’ 39% of responses were in the Greater Falls FSC and 51% in the Upper Falls FSC. The Table shows that a very significant number of responses, (897) almost 50%, were uncategorised. This suggests the need to revisit the response categories with a view to providing additional response classifications. Analysis of the ‘other’ category shows that the reasons for referral included a wide range of issues associated with social, health and economic related difficulties. Some of the reasons are listed below:



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• Anger management • Behaviour management / support • Debt • Disability & Ill Health • Disengagement from mainstream education • Domestic Violence • Drug / alcohol abuse • Educational support • Family bereavement • Family breakdown • Low levels of literacy & numeracy • Low levels of self esteem • Mental Health problems • Parenting support • Physical health problems • Poor / non attendance of children at school • Relationship breakdown • Re-housing • Sexual Abuse • Speech & language • Suicide / Self harm

4.3 Activities

This section describes the range of activities which have been offered through the ISCYP to date. They are presented under the four pillars for which funding was secured. Activities are either delivered on a one to one basis or in a group context.



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Family Support Peer Education / Youth Services

Learner Support / Education Ready

Health & Wellbeing

Advice sessions with Belfast Trust Barnardo’s Botany Therapy for parents Confidence building Confident Families Cook It Programme Craft classes Dental Hygiene Drive Directory of services Dyslexia Workshop Felt making Health Seminar Intergenerational Programme One to One Support Paediatric First Aid Parent Drop in facility Parents Group Parenting Courses Social & Emotional Workshops

After School Club 7-17 Year old (AOD) Apprenticeship scheme Art Projects - murals Asberger’s Club Community Safety Drama Workshop Drugs and Alcohol Awareness Fitness / Healthy Eating Programme Fashion & Beauty Football club fitness programme Goshi Therapies Guitar lessons Inclusion Group Interface tree planting Kids Together Disability Group Mental Health Awareness Workshops Personal Development Sexual Health Shared Space Project Social Club 18-25 Year old (AOD) Sport & Healthy Living Stress Management workshop Youth Club Drop ins Wheelchair dancing

ADHD awareness AEP Teacher training AEP Good Practice Art competition to celebrate 50 years of Turf Lodge Beauty course Career Advice & Information Days Career Mentoring Celebrate Learning Days Childcare Training Cultural Diversity Day Diploma in Hairdressing Drama ECDL Family Learning Days Firework Safety Gardening Environment Homework support Literacy Life Skills Programme Mentoring Music Numeracy Retail Training Security Training Study support Summer Schemes Support for parents with children in Irish Medium education Transition Programme Tuition – 1:1 Work Experience

Community Safety Complementary therapies Counselling Drugs and Alcohol awareness Counselling – youth specific Healthy Eating Physical fitness Suicide awareness

Table 8: Activities by Four Pillars

4.3.1 Group Work

Teams were asked to record their one to one and group activities separately. The one to one support was all entered on the Online Monitoring Database. The group work was recorded manually and the Evaluator collated and analysed the data. The group work, up to 31.03.11, based on the information provided to the Evaluator, is summarised by area in the Table 9 below.



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Males Females Total

Upper Springfield FSC 1461(11%)

Greater Falls FSC 568(53%) 494(47%) 1062(8%)

Upper Falls FSC 925(46%) 1071(54%) 1996(15%)

AEP West 783(79%) 207(21%) 990(7%)

Greater Shankill Early Years 28(5%) 575(95%) 603(4%)

Greater Shankill Youth 4642(67%) 2325(33%) 6967(51%)

Greater Shankill Educational Aspiration 281(52%) 255(48%) 536(4%)

Total 7227(59%) 4927(41%) 13,615

Table 9: Group Work by Area & Gender

The figures show that group work was delivered to 13,615 young people and parents. Where the information has been recorded the figures indicate that 59% were male and 41% were female. Some 41% of the group work was carried out in West Belfast with 15% being in the Upper Falls FSC. Some 59% of the group work recorded was delivered in the Greater Shankill with 51% delivered under the youth pillar and the remainder equally distributed between Early Years and Educational Aspiration. The group work figures are particularly high in Greater Shankill Youth Work because they reflect support provided at drop ins at youth clubs for a sustained period of time.

As highlighted above, the group work figures are up to 31.03.11 inclusive. The nature of the group work in Table 9, in terms of the number of sessions delivered and how each area recorded the work, is set out below. In the Upper Springfield FSC group work was recorded as follows:

• 6 sessions in Family Support/ Youth Work • 4 sessions in Learner Support / Education Ready

In the Greater Falls FSC group work was recorded under the four pillars as follows:

• 10 sessions in Learner Support • 11 sessions in Youth • 9 sessions in Health & Wellbeing • 9 sessions in Parent Support

In the Upper Falls FSC the group work sessions were recorded as follows:

• 28 in Learner Support • 97 in Youth and Family Support • 3 in Health & Wellbeing



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All the West AEP group work is recorded as having been delivered in 12 sessions under Learner Support.

The Greater Shankill Early Years group work was recorded as 59 sessions under Early Years, Health & Wellbeing and Parent Support.

The Greater Shankill Youth group work was recorded as follows:

• 59 sessions in Learner Support • 38 sessions in Health and Wellbeing.

All the Educational Aspirations group work is recorded as having been delivered in 12 sessions under Learner Support.

4.3.2 Staff Training

Within the Early Years/ Family Support aspect of the ISCYP work in Greater Shankill a significant amount of training has been delivered both to staff and to parents across a very wide range of areas relevant to child care, child development, behaviour management, speech and language, disability, mental health etc. The Coordinator has identified a number of key areas of good practice including craniosacral therapy which is proven to relax and relieve anxiety and improve the coordination and concentration of young children. Similarly the Heartmath software has been identified as an effective medium of reducing stress and emotional anxiety with improved results in academic performance. The internal evaluations of the training all reflect very positive feedback and suggest quality training delivery.

In West Belfast the staff skills and training audit demonstrates that staff have also accessed a significant amount of relevant training across a wide range of areas. The training is reported to have enhanced their service provision and improved the quality and breadth of programme delivery.

4.4 Description of Service Recipients

The source document for the information presented is the Central Online Monitoring Database. Services have been delivered to 3,603 children, young people and their families, 1782 (49%) female and 1821 (51%) male. It should be noted that individuals are often in receipt of more than one service. Table 10 below shows the distribution of recipients by gender across West Belfast and Greater Shankill. The distributions are very similar, however, more than half the clients in Greater Shankill are male and more than half are female in West Belfast. Table 10 shows that 2260 (62.7%) are service recipients in West Belfast and 1343 (37.3%) in Greater Shankill.



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Area Males Females Total West Belfast 1111

(49%) 1149 (51%)

2260

Greater Shankill 710 (53%)

633 (47%)

1343

Total 1821 (51%)

1782 (49%)

3603

Table 10: Gender of Service Recipients by Area

Table 11 below shows the distribution of clients across the ISCYP Teams. Almost a quarter of service recipients are in the Upper Falls Full Service Community and more than a fifth have received assistance from the Greater Shankill Youth Work. The figures in brackets refer to the actual numbers of requests for assistance. The Central Online Monitoring Database records the 1793 (36%) of the requests received were from West Belfast and 3183 (64%) were from Greater Shankill. This suggests that although there are fewer unique clients in Greater Shankill they have made multiple requests for assistance.

Area Frequency %

Greater Falls FSC 535 (771) 14.8 (15.5)

Upper Falls FSC 885 (565) 24.6 (11.3)

Upper Springfield FSC 587 (410) 16.3 (8.2)

Greater Shankill Family Support 291 (644) 8.1 (12.9)

Greater Shankill Youth Work 791 (2158) 22.0 (43.4)

Greater Shankill Educational Aspiration 210 (349) 5.8 (7)

Greater Shankill Multi Disciplinary Team 13 (12) 0.4 (0.2)

West Belfast AEP 253 (47) 7.0 (0.9)

Greater Shankill AEP 38 (20) 1.1 (0.4)

Total 3603 (4976) 100

Table 11: Frequency Distribution of Service Recipients & Requests for Assistance by Area



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The distribution of assistance under each of the four pillars is presented in Table 12 below. It is important to note that the total 3740 differs from the totals above because some service recipients have received assistance under more than more pillar. The responses to this variable show that more than half of the assistance provided is in Learner Support and more than a fifth in Health and Wellbeing.

Area Frequency %

Learner Support 1927 52

Early Years 529 14

Health & Wellbeing 875 23

Parent Support 409 11

Total 3740 100

Table 12: Frequency Distribution of Service Recipients by Pillars

Table 13 shows the age distribution of service recipients. The age range of service recipients is 1 – 82 years. Almost half the clients were less than 15 years of age and 86% were aged 25 years or less.

Age Frequency %

15 years or less 1720 48

16 – 25 years 1366 38

26 – 35 years 267 7

36 – 45 years 151 4

46 – 55 years 71 2

56 – 65 years 34 1

More than 65 years 4 -

Total 3603 100

Table 13: Frequency Distribution of Service Recipients by Age



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4.5 Progress against Targets

The main sources for the information in relation to progress against targets are the Online Monitoring Database and the Programme Leader's Report up to March 2011. The information is presented in tabular form in the Appendix and is summarised in the paragraphs below.

4.5.1 Progress against IDF Outcomes

Table 14 in the Appendix shows that more than a quarter of Learner Support outcomes are recorded as ‘increased life chances and employability.’ A quarter of the outcomes in relation to Learner Support are ‘pupils displaying more on task behaviour.’ A fifth are recorded as ‘enhanced participation of young people through local youth forum.’

Table 15 in the Appendix shows the distribution of IDF outcomes in relation to Early Years and shows that almost one third of the outcomes in relation to early years are recorded as improving life chances. More than a fifth of the outcomes were recorded as ‘increasing parental aspirations about their children. Table 16 shows the distribution of IDF outcomes in relation to health & wellbeing.

Table 16 in the Appendix shows that almost a quarter of health & wellbeing outcomes are recorded as ‘VCYP & those at risk facilitated in reaching full potential.’ More than a fifth record ‘young people sustained in education & employment.’

Table 17 in the Appendix shows the recorded parent support outcomes and presents a more even distribution across the various IDF outcomes all of which strive to engage parents more in the school life and education of their children.

4.5.2 Progress against Programme Targets

Tables 18 to 32 in the Appendix summarise progress, for the year ending 31.03.11, against the programme targets set to address the IDF outcomes across West Belfast and Greater Shankill in relation to the four pillars under which funding was secured. The targets were not static and, whilst it was never the spirit or intent of the work to be solely input target-driven, targets were kept under regular review to ensure their appropriateness in terms of being coordinated, non duplicative and complementary to existing service provision.



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The Tables highlight that targets were, for the most part, either met or exceeded. Where targets have not been met the recorded reason is the difficulty in engaging parents and encouraging them to attend programmes. Equally, some targets were reviewed and deemed unnecessary as they were duplicative of services already in place.

4.6 Challenges & Opportunities

There are two main sources of information in relation to the identification of challenges and opportunities, namely those gathered through the elicitation of stakeholder views in the course of the evaluation process and those recorded on the Online Monitoring Database. The Online Monitoring Database records information on ‘barriers to success.’ Responses are presented in Table 34 below. These are the most common responses identified by service recipients summarised.

Barrier Frequency %

Lack of cooperation from the statutory sector 53 6

Lack of cooperation from the community sector 40 4

Lack of cooperation from the beneficiary sector 63 7

Failure to commit to joint working 35 4

No understanding of roles & responsibilities 33 4

Unrealistic targets 21 2

No common understanding of outputs & outcomes 165 18

Lack of resources 299 33

Lack of information 190 21

Total 899 100

Table 34: Frequency Distribution of Most Common Barriers to Success

Almost 75% of the recorded responses to ‘barriers to success’ are: ‘no understanding of outputs and outcomes’ (18%), ‘a lack of resources’ (33%) or ‘a lack of information’ (21%). Some 17% of barriers to success are recorded as being due to ‘a lack of cooperation’ from either the statutory or community sector. These responses suggest that there is a need for a more coordinated and integrated approach to service provision which raises awareness of the services available and links people to the appropriate services.



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Stakeholders consulted in the course of the evaluation at strategic and operational levels, both within and external to the programme, were asked to highlight what they perceived to be the barriers to success and the key challenges and opportunities in the work. It is very clear that there are many anxieties and reservations but there is a huge amount of goodwill and a high degree of optimism. Stakeholders consulted in the course of the evaluation acknowledged a range of challenges in the management and delivery of the programme in the time remaining. These are summarised in the sections below and are not presented in any order of importance.

4.6.1 Funding Limitations

The short term nature of the funding, exacerbated by the insecure funding environment during the life of the programme, and the inability to carry forward funding during the life of the programme made it difficult to meet targets and effect positive change on the way services are delivered to children young people and families. It is a major challenge to meet long term targets within a context of short term funding.

4.6.2 The Changing Environment within Health & Education

It must be acknowledged that the work is being delivered in a period of significant policy and structural change within health and education. New structures are emerging and the ISCYP work has been successful in forming positive working partnerships and links within these structures. The work also continues to represent a suitable vehicle to address the key aims and objectives set.

4.6.3 Suitable Departmental Location for Integrated Services

The fact that services transcend a number of government departments is recognised as a strength when meeting the needs of children but difficult in terms of finding. The identification of the most appropriate location for ISCYP to be fully reflected in future government policy planning, commissioning and delivery remains a challenge.

4.6.4 A Limited Understanding of Integration

Whilst it is acknowledged that much has been achieved in relation to the statutory and community sectors working better together and agreeing to provide services differently for the greater good of children and young people, many of those interviewed in the course of the evaluation highlighted the need to address the ‘them and us’ attitude which still pervades the statutory and community sectors in respect of each other. There is a sense that these statutory versus community perspectives have the potential to distract from the need to integrate within the programme both in terms of West Belfast and Greater Shankill working more closely together and within the three Full Service Communities in West Belfast. A more common understanding of integration is likely to result in integrated service delivery becoming the natural way of working together, on all levels, to address common aims and objectives and share resources to meet those targets.



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4.6.5 Sharing Information

The sharing of information by social services was reported, at times, to be very difficult to obtain personal data in respect of clients. It is recognised that sharing confidential information requires clear guidance and protocols, however it is vital to the success of ISCYP. A further difficulty in joint working was also acknowledged in relation to full participation and engagement with the voluntary sector, for example, with Barnardo’s in the transition aspect of the AEP work in West Belfast.

4.6.6 Over-ambitious Aims and Objectives

During the life of the programme the short term nature of the funding raised concerns that the original aims, objectives and targets set in the IDF Application for Funding and reflected in the Evaluation Frameworks, were too ambitious and needed to be more focused and significantly reduced. The annual review process addressed these concerns to some extent and targets were revised accordingly.

4.6.7 Long Term Strategic Vision

Given the successful demonstration of integrated working, the key challenge is to continue to work towards agreeing a long term strategic vision which takes into account all service providers across the statutory, community and voluntary sectors, in any future planning, resourcing and delivery of services.



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5.0 Impact 5.1 Introduction

This Chapter describes the impact of the ISCYP to date. It must be acknowledged that the work is particularly complex in that multiple stakeholders are working collaboratively to deliver services in a more coordinated and holistic manner to different communities and services are delivered in a context of short term funding to meet long term aims and objectives. The information provided is based on internal records and on the information gathered in the consultation exercise through case studies, semi structured face to face interviews with delivery staff, external stakeholders linking with the ISCYP teams both at strategic and operational levels, parents and young people, focus groups with parents and young people and telephone, face to face interviews and focus groups with external stakeholders. All those consulted were assured that their views would be treated in the strictest confidence.

5.2 Case Studies

During the course of the evaluation nineteen case studies were carried out. Four have been selected, two from West Belfast and two from Greater Shankill, under each pillar to demonstrate the complexity and uniqueness of the work. In many respects each selected case study transcends all four pillars. The case studies highlight the journey travelled as a result of the interventions received through the ISCYP. The operational teams in each area were asked to select beneficiaries (families and young people) who would demonstrate the services provided through the ISCYP and who would be willing to be a case study interviewee. They were also asked to provide very brief baseline information describing the level of need and the assistance received. The identity of each individual has been protected to ensure anonymity.

5.2.1 Learner Support / Family Support

Case Study ‘A’

Case Study ‘A’ is a fifteen year old boy diagnosed with ADHD who was displaying serious outbursts of anger in the home and at school. His mother was consulted as part of the Interim II Evaluation and ‘A’ was consulted as part of the Final evaluation process. ’A’ was gradually becoming more and more withdrawn and refusing to communicate with his parents. He was crying about going to school. On one occasion he said that he didn’t want to live anymore. His mother was very concerned for his safety. He was referred to the programme by the GP.



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Through the ISCYP ‘A’s’ son has been receiving one to one support with his homework four hours a week. He has completed a six week anger management course and receives one to one counselling. As a result of the support he joined a drama project which he thoroughly enjoys. He has become one of the volunteers at the local youth club and has become involved in outside activities. ‘As’ mother described the transformation as follows:

‘This was a God-send. It is a weight taken off my shoulders. I was at my wit’s end and the other children were suffering. It’s like one angry boy went up the stairs and a different boy came down.

‘A’s’ mother has observed a complete change in her son. He has become less inclined to lose his temper. He used to have no friends, now he seems to be mixing at the youth club. Significantly, because of his ADHD it was expected that he would need more medication as he got older. He is taking less medication now and his mother believes it is because of the support.

Prior to the 1:1 homework support ‘A’ could not do his homework as he had a very poor concentration span. According to ‘A’:

‘I would definitely have been thrown out of school because I was constantly getting into trouble.’

‘A’ is now on track for obtaining five GCSEs and has received ongoing support to ensure that his coursework is submitted on time. He has become very interested in computers and this has been encouraged by the Youth Development Worker. He also loves cars and is thinking about becoming a mechanic. He knows computers will be part of his study and that is helping him to focus on his work. His mother recorded:

‘He really needed his confidence boosted and to feel like he was worth something. He was always on detentions. No-one ever praised him. Now his English teacher said he is going to get an ‘A’ in his GCSE. He got two certificates for art work.’

‘’A’s’ mother explained that she feels better as she felt she had let him down and that she was the cause of his problems. She thinks the counselling has allowed him to talk about things he hadn’t wanted to talk about because he trusts the Youth Development Worker. She has told him that she is very proud of him and she is happy that they seem to be getting on much better with each other. She hugs him now and finds it easier to be more demonstrative towards him:

‘God knows where I would be if it were not for the help. I was really really worried about him. I also used to hate him. Now I hug him and kiss him. The whole family



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has benefited. I felt suicidal too. The arguments were affecting everyone. We are all more relaxed now. We handle it all differently.’

This is clearly an example of a repaired family through the Youth Development work. The needs of the whole family were the focus of the intervention and the mother was fully included at all stages. The ongoing support has been particularly important for ‘A’ as there have been a few setbacks to his mental health and wellbeing and he has needed the 1:1 support from his Youth Development Worker.

5.2.2 Early Years / Family Support

Case Study ‘B’

‘B’ is a parent of five young children ranging from 4 years to 11 years of age. She was consulted as part of the Final Evaluation process. ‘B’ was referred to the Family Support / Early Years ISCYP Team by Social Services and has been receiving support for over a year. The assistance has included one to one counselling for herself and two of the children, ongoing one to one support from the Family Support Worker, assistance with child behaviour management for one child with ADHD, budgeting money, maintaining a clean tidy house and a healthy diet.

‘B’ describes how low she had become in her outlook on life:

‘I didn’t care anymore. I just let things go. I was really low and I didn’t care if the children got to school. I was really bad and I had no confidence in myself. I was always putting myself down. I have been on anti depressants and I don’t want to take them anymore. I find now I am doing fine without them.’

As a result of the support from the Family Support Worker, ‘B’ believes that her confidence has grown significantly because the Support Worker has encouraged her to believe in herself and to recognise that she can do things herself and take control of her family life. ‘B’ is reporting significant positive changes in family life with the children calming down, in a daily routine where they have a breakfast, get to school on time, get plenty of exercise , eat better food and have a bedtime and bath routine every night. ‘B’ explains:

‘The behaviour management has helped so much. They have all calmed down. I have them in routines and I have set boundaries. They get plenty of exercise and get their fruit and veg every day. They are sleeping better and they are behaving so much better.’



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‘B’ plans to enrol in courses in numeracy and computers herself when she gets the children to school. She is keen to be able to help her children with their homework. She confides that she did not have a good educational experience herself and she regrets it now. This she admits has made her feel ‘like an idiot’ going into her children’s school and, as a consequence, she had not had any contact with their school. As a result of her one to one support she now goes into the school, volunteers on school trips, attends school plays and talks to the principal and the teachers regularly. She reports with pride:

‘Their attendance has improved and they are getting to school on time. They are well behaved in school and do well at school. I find they are behaving better in the house as well.’

‘B’ records that the support for her children and herself has made her feel so much stronger and so much more able to be a good parent:

‘I feel like I am myself again. The support I’ve got has put the life back in me. I’m taking more of an interest in myself and I have joined a gym and I manage the home so much better.’

It is clear ‘B’ is very pleased with herself as she describes how she keeps the house clean and tidy and how she prepares a dinner for the children and makes sure they get plenty of exercise every day. She is in control and she feels good about this. ‘B’ has recommended the ISCYP work to a number of parents. She believes that it has been invaluable having someone to talk to who doesn’t judge you and your efforts as a parent. ‘B’s’ ambition for herself and her young family is ‘happiness.’ She doesn’t want the ‘constant fighting.’ She appears to be reconnected with her children and confident enough to take control of her family life.

5.2.3 Health & Wellbeing

Case Study ‘C’

‘C’ is a young female referred to the ISCYP as she was self harming and had serious anger management issues. She was interviewed as part of the Interim 2 evaluation process. ‘C’ has received one to one counselling provided by a youth counsellor and she attends weekly. ’C’ also receives complementary therapies including reflexology. She describes how she was always feeling angry and couldn’t sleep or relax. She has observed significant changes in how she feels as a result of the help:

‘The help is great. My head was all over the place. Now I am sleeping better and I’m starting to feel more relaxed.’



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Through the support ‘C’ is beginning to look at life differently. Prior to the help ‘C’ confided:

‘ I used to think what’s the point in living? I felt I was useless and worthless and could do nothing. It seems a nicer world after all.’

She is less inclined to lose her temper. She believes that she can do something now and this is evidenced by the fact that she has commenced voluntary work with a school for children with special needs. This has changed her attitude to life and to herself very significantly:

‘Now I realise that my problems are nothing. I just want to help people. Everything in my head used to be negative and now it is positive. My whole outlook has changed.’

Following our interview ‘C’ was attending a meeting with a careers advisor set up through the ISCYP support with a view to discussing entry to an NVQ course on childcare to enable her to become a classroom assistant. ‘C’ has been informed by the school that she could complete her work placement in furtherance of the NVQ with them if she is successful in securing admission to the course. She was clearly delighted with this opportunity and very excited about undertaking the NVQ. It is evident that ‘C’ has grown in confidence through her experience in Mitchell House. She has also improved self esteem:

‘If I look into the past I can see that I am better mentally. I am more in control. Now I control me. I feel so much better about myself. It has totally changed my life.’

Fundamentally, ‘C’ believes that you need to want to change yourself in order to maximise the benefits of the support. She is very happy with her progress and describes how her parents have observed her attitudes change manifest through no more angry outbursts and a more positive approach to everything.

5.2.4 Family Support

Case Study ‘D’

Case Study ‘D’ are parents (husband and wife) who have been referred to the family support aspect of the ISCYP. They were consulted as part of the Interim 2 evaluation process and were revisited in the course of the final evaluation. They confided that they have had to deal with very significant and traumatic issues in their family life specifically in relation to two of their children. Their difficulties have been further compounded by losing their house and being forced to live in a hostel. This happened over a relatively short period of time and has resulted in very high levels of stress for ‘D’ and frequent temper outbursts in the children. The father confided that, as a result of the trauma and tragedy they experienced he had been very suicidal and he felt he couldn’t cope any more.



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The assistance they receive is varied including counselling, a parenting course, a healthy eating course and the children have been involved in activities. They describe the help in the following terms:

‘The help has been unbelievable. It has really helped me to get my life back. We were going backwards with all our worries and now we are going forward.’

They also feel they would not have managed to come through all they have had to deal with if it were not for the help. They had lost all their confidence and had financial worries which were burdening them greatly. All this meant that they both found it very difficult to control their stress levels especially in the aftermath of the loss of their baby. It is clear that they have a more positive outlook:

‘We can breathe again and we can walk out of the room. We weren’t able to go out at all. We really were in a rut. We can start now to think about the future. We are not sitting any more, we have started to do things.’

‘D’ both think they are coping significantly better because they are dealing with things and not burying them anymore. They have begun to enjoy life and to spend time as a family playing together and enjoying activities. The children have been cooking, making sandwiches and preparing breakfast. They are looking forward to the summer scheme.

There is no doubt that the help ‘D’ has received has brought them to a much better place and represents a life line for them in many respects. They have recommended the ISCYP to others on numerous occasions because they believe that it has changed their lives completely. Significantly they welcome being helped as a family having their needs addressed in a holistic way. They acknowledge that this is the first time they have been treated as a family unit and not as parents and children separately:

‘The service is unbelievable. We feel so welcome. We are tackling our issues now and we feel more confident. We find that we talk more to each other. It is such a good service that it should be advertised more. We only heard about it by chance through the hostel.’



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5.3 Evidence of a Joint Approach to Learner Support

The links with BELB and in particular, the Behaviour Support Team and the Education Welfare Officers are evidence of a joint approach to learner support. The links made by the AEP Team in West Belfast have resulted in significant progress being made with other AEP providers and with local schools. For example, the Team has contributed directly to modules for trainee teachers in relation to managing challenging behaviour. As a direct result of the input, some trainee students have applied for placements with alternative education providers. According to one interviewee:

'Students are made aware of the challenges, the emotional trauma faced by many young people and their parents and we have very effective outcomes. Students understand alternative education better.'

The West AEP Team have also played a major role drafting policy and good practice in relation to AEP provision.

Significant work has also been carried out across all areas of ISCYP in relation to transition from nursery to primary and from primary to secondary and the resources produced are the product of joint working with other service providers. The links through Neighbourhood Renewal mechanisms such as the Outer West Education Committee and, more specifically in schools across the ISCYP, such as those in the Girls and Boys Model Schools and in the Christian Brothers, Glen Road, for example, show that the ISCYP staff are valued as part of the school team to support learning. Specifically, the one to one support for literacy, numeracy, ICT and homework are in place to support the learning which takes place in school. In some areas of ISCYP there has been a specific focus on dyslexia, autism and ADHD and parents are supported to work more confidently with their children and to engage with teachers.

Learner support is also manifest in the form of advocacy, advice and support on behalf of children, young people and parents who are, for example, are going through the statementing process or who are disengaging from mainstream education. It is very clear from the qualitative feedback from ISCYP delivery staff and staff in schools that young people are behaving better in school. One such example is a young thirteen year old boy with a Statement who is attending an Educational Resource Centre for young people disengaged from mainstream education four days a week though finds it very difficult to sit in the classroom. He has been offered counselling and it has been unsuccessful. He is described as ‘mixing with very bad clients.’ Through the ISCYP he is currently accessing 1:1 tuition for help



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with literacy. He is reported to be engaging with the tutor and to regularly attend every session.

Many young people reported specifically that they were less inclined to be sent to the Behavioural Correction Unit or to be given suspensions or detentions. In one focus group the following improvements in behaviour in respect of six attendees were recorded: One pupil recorded 12 suspensions last year and none this year; one pupil recorded five suspensions last year and none this year; two pupils recorded twelve suspensions last year and one this year; one pupil recorded twelve suspensions last year and five this year and; one pupil recorded four suspensions last year and one this year. Interestingly the pupils are beginning to develop a sense of frustration at missing work and having to catch up if they are sent to the Behaviour Unit or suspended or on detention. They are making the connection between behaving and learning, being calmer and being more focused on work.

5.4 Best Practice in relation to Early Years Provision

The links with the schools and the social workers and the inclusion of ISCYP staff on the Multi Disciplinary Teams in schools are clear manifestations of best practice in place within ISCYP. Equally, the strength of integrated services is demonstrated through the strong links with various early years’ fora such as Surestart, in West Belfast. In acknowledgment of their existing knowledge, experience and expertise in early years service provision and in order to avoid any duplication of services, the early years aspect of the ISCYP work in West Belfast is addressed through Surestart.

In relation to early years in Greater Shankill, some of the most recently advocated therapies and interventions to impact on behaviour and maximise the full potential of children and young people have been researched for their appropriateness to meet the needs presented by the target population. Where possible, staff have been trained and evidence based interventions put in place.

In line with best practice, across West Belfast and Greater Shankill it is clear that a holistic approach has been adopted to focus on the needs of the entire family. Significant work has been carried out in supporting children and their parents through the transition from nursery to primary school. Early intervention strategies aimed at being ‘education ready’ are widely manifest across the ISCYP teams. These are focused on local need and offer support for children, young people and their parents who are experiencing difficulties in the formal



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education system. They also acknowledge the vital role to be played by parents as primary educators of their children.

5.5 Health Wellbeing & Social Competence

In line with the ‘Be Healthy’ outcome set out in the Children & Young People’s Strategy, the ISCYP work has resulted in significant progress in improving Health, Wellbeing and Social Competence through the establishment of strong links with a wide variety of service providers. For example, the ISCYP teams are working closely at a local level with Healthy Living Centres, Leisure Centres, Schools, Community Centres, Belfast City Council, The Belfast Health & Social Care Trust and others to tackle childhood obesity, unhealthy attitudes to eating and physical inactivity.

Specifically, there is evidence from the evaluation fieldwork both in respect of young people and parents being supported that they have stopped taking drugs for a sustained period of time and are feeling better able to cope. One young person withdrawing from heavy drug use was reported to have benefited greatly from the AEP provision in West Belfast:

‘She was able to access both aromatherapy and acupuncture to help with the withdrawal symptoms. This had a positive impact on her ability to concentrate in class and her attendance was greatly improved.’

Internal evaluations recorded that some young people had stopped sniffing petrol. As a result they are now reported to be more focused on school work and gaining qualifications. Some young people consulted in the course of the evaluation referred to the drugs and alcohol as 'an awful waste of time.'

A number of those interviewed in the course of the evaluation described how they had stopped drinking alcohol:

‘It cannot be underestimated what has been achieved here and I do not take it lightly, I think about it every day. I am a better person than I ever was, even before drinking because of the help.’

Some of the parent support groups have participated in a breast screening initiative. Parents, children and young people are more aware of the importance of healthy eating through some of the programmes they participate in with their parents.



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In terms of improved social competence, there is significant evidence that children, young people and parents, are demonstrating improved ability to interact more competently and confidently. One parent describes the impact of the youth club, the computer club and day trips on his young son who has Asperger’s Syndrome and ADHD and has difficulties in social interaction:

‘He jumps in the car and appears to be excited about the prospect of the night ahead. Excitement is not an emotion that he displays often and so this alone is notable....We are delighted that he is involved as IT skills are very important to children with Asperger’s as they often rely on these to enter the world of work.’

Another parent relates the positive change in her son as a result of the specialist therapy. At first the child would not settle at all and after five weeks, he took off his coat and walked into the room independently and spent an hour happily doing all the exercises. As a result, he is much better socially and is more tolerant of situations. According to his father:

‘Relationships have improved with siblings. Challenging behaviour has decreased. Our son is happier, focused and more relaxed.’

This evidence is supported by those responsible for the delivery of services in that they feel, because they are rebuilding the confidence and self esteem of parents and their ability to cope the children have a more positive influence in their lives:

‘The children have a more positive role model. We always worried about the impact of mother and children going back into the home and nothing really fixed. It is really like throwing good money after bad.’

5.6 Enhanced Parental Engagement in Education Process

In line with the ‘contribute positively to community and society’ outcome set out in the Children and Young People’s Strategy, there is significant evidence from the ISCYP work that parents are more connected to the education process and are more confident in engaging with teachers and principals. They are better informed about ADHD, dyslexia and autism and they are receiving one to one assistance in managing challenging behaviour which makes for improved relationships both in and outside the school. They also benefit from advocacy, advice and support in relation to both themselves and their children being reconnected to the education process in a number of ways, for example, statementing, special needs and alternative education.



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A number of parents interviewed in the course of the evaluation were specifically more confident about their parenting and their relationships with the teacher. They reported understanding their children better and therefore having more confidence in handling situations when they arose in school. One parent related how she is more engaged in her son's education as a result of the dyslexia support group within ISCYP. She has more confidence to deal with the teacher because she understands her son's needs better and how those needs might be best addressed. Another parent was sufficiently confident to share information with her son's teacher to help him while he was in school. One parent who had felt particularly alienated by her son's school is now attending parent teacher meetings and receiving very positive feedback in relation to her son.

5.7 Multi Professional & Multi Sectoral Service Provision

Many interviewees during the course of the evaluation indicated that they believe the ISCYP Teams are now acknowledged to be a ‘key player’ in service provision for children & young people and is recognised as playing a very important role alongside statutory counterparts. There is a sense among delivery staff that their contribution is increasingly being more respected and valued. According to one interviewee:

‘It is marvellous as we are part of the core team making decisions and working alongside the statutory services.’

They feel they are more involved in the decision-making about clients. ISCYP staff are increasingly invited to attend case conferences and they also report successful and effective information sharing in relation to clients. They are part of the multi disciplinary teams in many local schools. They are also represented on a range of committees such as local Neighbourhood Renewal, Counselling Services, Action on Disability, Day Care and Youth Services and Healthy Living Centres.

There is significant evidence of the ISCYP Teams working closely with a range of service providers across the statutory, voluntary and community sectors. For example, as well as the links in health and education, good working links have been formed with the Housing Executive, Youth Justice, the Fire Service and the PSNI. Delivery staff believe that service delivery to children and young people is easier as a result of the ISCYP. The ISCYP has also made a significant contribution to enhancing youth services for young people. Much of the improvement to services is as a result of adopting a more strategic approach to youth service provision and working more closely with the statutory, voluntary and community sector providers.



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Common referral systems and protocols are in place allowing the statutory and community sectors to work more cohesively together by following an agreed referral route to access services. It should be noted that referrals have steadily increased. Following referral, the two sectors are working to agreed protocols in relation to service delivery. Outreach services are provided to local schools. It must be acknowledged that some links have been more effective than others but it is widely recognised that this process will take time to consolidate and links are improving all the time.

There is increased evidence since the Interim II Evaluation Report of sharing information between West Belfast and Greater Shankill and this has been a very positive development which should be built upon.

5.8 Raised Aspirations of Children & Young People

Many young people indicated that they are more focused on what they want to do in the future as a result of the support in place in school in terms of counselling, behavioural support and careers advice. The assistance they are getting through events which allow them to learn more about key subjects such as technology, science, engineering and maths are recorded as extremely beneficial in helping them to make career and subject choices. Young people have the opportunity to gain insight into key areas of the economy and this is reported to have whetted their appetite for careers in these areas.

A number of young people interviewed indicated that they were intending to stay on in school after GCSEs to do further study in pursuit of a particular career or profession. One parent explained that her daughter seemed to be very confident in her knowledge of careers and subjects. She believed that her daughter had been given very good information to help her with her choices for GCSE subjects:

‘She was a bit apprehensive about her subject choices. She seems to have a clearer picture about where she is going and was very happy about making her choices. It seems like it was explained better to her than her older sister. She never got one to one support.’

This mother was also delighted that her daughter was aiming high and thinking about a career in law. This suggests that she has been given encouragement in school. Her daughter has indicated that she received very helpful information in relation to the extent to which the course was tested through examination or coursework and the extent to which the subject was more theoretical or practical. She felt this level of detail was very helpful in making decisions about



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subjects. The end result is that the mother and daughter are both very content about the future in terms of subject choice and career plan.

5.9 Raised Aspirations of Parents

It is clear that the family support work focuses on rebuilding the skills that enable people to regain control. The home visit allows time for the necessary rapport to be built up with the client and allows the clients to engage at a rate of progress which is suitable for them. The parent support across West Belfast and Greater Shankill is raising parental aspirations, both in terms of the parents themselves gaining confidence and self belief in their parenting and also in parental aspirations for their children’s education and employability. Parents are better connected to the school and to the whole education process through ISCYP.

Parents report that they are more confident. A delegation from one parent support group went to Stormont to lobby for continued funding for ISCYP. Some parents made very moving submissions and are reported to have been highly articulate and effective in their delivery. This particular parent group is currently working towards constituting themselves as a recognised Family Support Group.

In some individual cases parents have been so rehabilitated through the support they have received that they are beginning to consider their own personal development. During the course of the evaluation one focus group attendee reported:

‘I’m hopefully going to start a course to be a classroom assistant. I’m more confident now that I can achieve what I want to achieve. I am, big time, feeling better. Awful things happen – you just need to be able to cope. It’s easy to go to bed but I feel I can through this now.’

5.10 A Commitment to Lifelong Learning

At a more strategic level, the AEP work in West Belfast has made a valuable contribution to lifelong learning, in particular, through the dissemination of good practice work and the contributions to the teacher training modules. There is also a range of support programmes to encourage a commitment to lifelong learning focused on dyslexia, ASD and ADHD etc. Through the one to one support in relation to literacy, numeracy, ICT and homework young people are engaging more positively in school life. In some cases the young people record:



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‘The help I got helped me to think more clearly about my future and about what I want to do in life. I’m going to go to university now.’

There is recorded evidence of higher numbers of children being retained in school and re-engaging with the examination system. The Celebration events which took place across all areas of the ISCYP work provided many examples of parents and young people committing to lifelong learning. The apprenticeship scheme in Greater Shankill is another example as is the reengagement of the young people involved in the AEP aspect of the ISCYP work.

There is evidence of the empowerment of parents to engage in lifelong learning. Some parents have started literacy and essential skills courses and are engaging in one to one tuition. Many are asking for help in relation to filling in forms for courses and job interviews. They ask for advice in relation to what to wear to the interview and do mock interviews with ISCYP staff.

5.11 Increased Employability

In line with the ‘Experience economic and environmental wellbeing’ and ‘contribute positively to community and society’ outcomes set out in the Children and Young People’s Strategy, the ISCYP work has established links to local community based training, to employment programmes and to the DEL careers service. Some of the ISCYP Teams link directly into the Job Assist Clinics and these provide support for young people in relation to employment opportunities and offer employment and training placements. The career advice and personal development work available in local schools is contributing to employability by assisting young people and their parents to choose the most appropriate subjects. Through the vocational enhancement aspect of the AEP work in West Belfast young people are experiencing certain areas of work such as Mechanics, Childcare, Hair & Beauty etc. Equally, the Career Advice Events and Family Learning Events in Greater Shankill are raising awareness of the world of work.

Similarly, the skills acquired from attaining OCNs and NVQs and the essential skills, literacy and numeracy work are enhancing employability because they are directly relevant to specific areas of employment. Many of the young people consulted in the course of the evaluation believe they have greater prospects of employment as a result of the support they have received from the ISCYP. In particular, the young people on the apprentice scheme welcome the opportunity to receive the youth work qualification. Many highlighted that the opportunity



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was all the more remarkable as they had left school without any qualifications. One focus group attendee said:

‘This has changed my life. It’s a chance to develop personally and professionally. It has given me a taste for further education. I feel more optimistic about the future. I couldn’t have afforded it myself.’

The opportunity to back up practical experience with theory was welcomed by many of the apprentices. They were fascinated to see the theories they were learning at university working in practice on the ground in their placements.

5.12 Effective Early Intervention

In line with the Children and Young People’s Strategy early referral mechanisms are in place within ISCYP to facilitate and support early intervention. In particular the Early Years work in Greater Shankill and the links with Surestart in West Belfast recognise the value of intervening early with support for both the child and the parent. The transition work both from nursery to primary and from primary to secondary is very much focused on intervening early to prepare the young people for the changes they are about to encounter. Similarly, the career advice is assisting subject choices and, raising awareness of the implications of those choices, at a much earlier stage, than was hitherto the case.

Through the family support work, the home visits and the one to one focus, problems are being identified earlier within the family unit. Issues arising with other siblings or with relationships within the home are more speedily raised. According to one interviewee this is central to the success of the work:

‘The ISCYP family support is the only service that enables effective change to take place within the family because we are working with the whole family unit.’

Similarly, the links with the Juvenile Justice System are designed to intervene with the necessary support to prevent the young person becoming part of the system. There are reported successes in this particular area of early intervention.

5.13 Improved Emotional & Social Health & Wellbeing

In line with the ‘’be healthy’ outcome set out in the Children and Young People’s Strategy, a range advice and support is available through the local ISCYP teams. For example, the youth specific counselling and the complementary therapies have brought about positive changes in mental health and wellbeing. Young people and their parents are being assisted in tackling



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their stress and anxiety. More recently there has been a specific focus on suicide prevention, for example, young people have produced a mural as a way of raising awareness and providing peer support. There is significant evidence of increased confidence in young people. They are more comfortable addressing issues and welcome the knowledge and information they gain from participation. Some claim to experience improved moods:

‘It helps your mood. I look forward to coming to the group. Everyone has the chance to speak. I used to be really shy and now I speak as much as anyone else. I think a lot more about things now before I do anything because I know the harm I can get into.’

In the course of the evaluation numerous examples of improved emotional wellbeing were provided. Many of the parents who provided feedback described how they were depressed, very low in their spirits, often suicidal and unable to cope and as a result of their parent support group were now feeling better, more in control, more positive and more confident. All the one to one support is acknowledged to contribute to improving health and wellbeing.

Through counselling confidence is growing. According to recipients of counselling;

‘I feel brilliant now and have a lot more confidence. I see a future and I have plenty of goals.’

‘It has helped me be more confident about work and about other things after school ends.’

In particular, the AEP work demonstrates the extent to which the ISCYP is contributing to positive resilience to counter a lifetime of negative resilience. One interviewee recorded:

‘They are great at building a positive resilience in the young people. This is so important as they have survived on such negative resilience. Education is not their only priority – they need to cope with life so they need to develop resilience. We can see more positive mental health in the young people ___ works with.’

5.14 Improved Economic & Environmental Wellbeing

In line with the ‘Experience economic and environmental wellbeing’ set out in the Children and Young People’s Strategy, within some of the ISCYP Teams in West Belfast strong links have been made with Belfast City Council and, in particular, have delivered programmes in conjunction with the Waste Management Team, the Dog Wardens, the Cleansing Department and the Parks Department. The Teams focus on taking a pride in the local environment and in



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many areas there have been cleanups. There has also been artistic work carried out with a number of murals being produced by the young people. In some areas there is increased used of available space for sporting activities. In addition, local ISCYP teams in West Belfast and Greater Shankill work in partnership with the Housing Executive to ensure that families are living in acceptable and appropriate accommodation. This support takes the form of advocacy and advice.

Interface violence is reported to have been successfully tackled in some areas through, cross community work, diversionary activities and enhanced youth provision. Interviewees reported that local residents are feeling happier about the behaviour of young people in the area:

‘The local Residents’ Association have told us that people are saying it is the quietest year in thirty years from the point of view of rioting, mountain fires and interface violence.’

The result of the ISCYP youth work is that young people are now more actively engaged in their local leisure centres and youth clubs than on street corners. Some Teams have formed strong relationships with the local leisure centre and have organised specific times to be set aside each week for the young people to use the facilities.

In terms of improved economic wellbeing, parents and young people are enabled to access training opportunities and assisted to prepare to enter and to re-enter the labour market through advocacy, advice and support from the local ISCYP teams.

5.15 Increased Enjoyment of Learning In line with the ‘Enjoy learn achieve’ aim set out in the Children and Young People’s Strategy, a number of Celebration Events have been organised both in West Belfast and Greater Shankill and these are a clear manifestation of increased enjoyment of learning both on the part of parents and young people. The collective celebration of achievement was recorded as being a very effective opportunity for families to acknowledge learning and its value to the local community and to society. Due to the work of ISCYP there has been an increase in the capacity and resources of local education providers, to effectively engage in the delivery of quality services vis a multi-agency and collaborative approach.

At a more individual level, many service recipients record their enjoyment of the support. For example, one young child said:



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‘The homework club really helps me and I don’t feel sad any more going to school because I have nice homework.’

In terms of the study support work the feedback is very positive and the work of those who attend is observed to have improved. Their keenness to complete homework and to do it properly is also reported to have increased. According to one delivery staff member:

‘We get very positive feedback from parents about the homework club. One mother told me her son wanted to come to the homework club even when he had no homework. She also acknowledged that her son comes away with much better homework. ’

5.16 Improved Educational Achievement

It must be acknowledged that the work in relation to improving educational achievement is targeted specifically at the most vulnerable and marginalised young people. Within that target population there are individual examples of improvements in grades and anticipated good grades at GCSE anecdotally reported in the course of the evaluation. The improvements are acknowledged to be largely due to enhanced focus as a result of the one to one support. In some cases the young people excel, for example, one young person on an AEP vocational enhancement programme in West Belfast, has been nominated by his tutor for an award as student of the year. His portfolio is to be used as an exemplar for the course next year.

Through improved punctuality and attendance and reduced suspensions young people have increased potential for higher levels of educational achievement. These improvements are as a result of the personal development mentoring counselling and one to one support. The feedback in relation to the homework clubs and the one to one support in relation to literacy, numeracy and ICT is very positive. The result is that GCSE coursework is submitted on time, young people are more focused on their work, they are obtaining NVQs and OCNs in a range of relevant subjects.

A number of parents recorded significant improvements in spelling tests as a result of dyslexia support. In one ISCYP Team, children are recorded on a wall chart as having improved their spelling scores with some improvements being as significant as moving from getting two correct out of thirty to getting thirty correct out of thirty. They are also doing their homework with less struggle and disagreement. Some are much happier reading and have grown to love books. There are higher levels of optimism as some of the children are preparing to transfer to secondary level education.



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5.17 Positive Contribution to Community & Society

The ISCYP work is very much in line with the ‘live in safety and with stability’ ‘experience economic and environmental wellbeing’ and ‘contribute positively to community and society’ outcomes set out in the Children and Young People’s Strategy. The cross generational work, the cross community work, the murals and all the efforts to tackle the ‘at risk’ and ‘anti social’ behaviours is contributing to a more positive community and society. The range of interventions is helping to increase understanding, mutual respect and awareness of the other community. Positive outcomes are recorded, however, the work is acknowledged to require time to bear fruit. The work is tied into engendering a sense of respect for the local neighbourhood and for oneself.

On a more individual level, a significant number of clients being supported through the ISCYP are experiencing very difficult issues in their lives, some of which have prevented them from leaving their homes for very long periods of time e.g. nine months. There is very clear evidence that through the ISCYP family support work these people are beginning to reintegrate back into their respective communities. According to one focus group attendee:

‘I would not have come out of the house only for the girls coming to my house and helping me. I was not going out anywhere. They have given me the incentive to get out again. I have goals and I am going to do courses that I always wanted to do’.

The main impact of the work with this group of people is that they are being rehabilitated slowly. They are being supported through a process of realising that life can be very hard at times, as a result of domestic violence, sexual abuse, drug and alcohol abuse, debt, depression etc. They are encouraged to see that there is nothing they can do about what has happened in the past, but they can however influence the future. They are being enabled and empowered to turn their negative experiences into positive experiences in the future by taking control of their lives. For one attendee:

‘I’ve been in the house 24 hours a day every day. I don’t have any family so I had no-one to phone. I was not allowed to go out or to go to work. I’ve forgotten how to work. I was so afraid. I was acting like a servant in the house, cooking, cleaning, washing and making the dinner. My illness got the better of me.’

As a result of the ISCYP support which is ongoing she is a regular attendee at the parent support group and recently returned to train with a view to going back to work at some point in the future.



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5.18 Increased Sense of Safety & Stability

The ISCYP work is very much in line with the ‘live in safety and with stability’ ‘experience economic and environmental wellbeing’ and ‘contribute positively to community and society’ outcomes set out in the Children and Young People’s Strategy. Young people report feeling safer as a result of participation. They have a greater awareness of the harms around them and they have sufficient knowledge and confidence to: ‘stand up for myself’ when they are exposed to drugs and alcohol. Some of the young people consulted indicated that they feel their area is safer:

‘I think there is less crime because we are keeping out of trouble. We do drama and football and things like that. We clean up the streets and I think that people are respecting buildings more. We don’t do graffiti as much.’

It was highlighted in the course of one of the evaluation focus groups with young people that it is very easy to obtain drugs which makes tackling the problem more difficult. One young person indicated that he believes the work is:

‘Helping young people who have gone in the wrong direction. There used to be people standing with carry outs and they wrecked the place. Drugs are very easy to get and people steal to get the money to buy them. Now we have something else to do. We are not bored any more. I did all that now I’m off it. I definitely feel safer.’

More specifically, the distraction of many young people through youth club activities and sport and recreational activities has contributed to a reduction in interface violence and less consumption of drugs and alcohol on street corners. The cross community work and the local clean ups have all contributed positively to community safety and stability. The links with the Fire Service and the PSNI equally enhance a feeling of community safety. Many of the Teams have also good links with the Housing Executive which allow for a more joined up approach to tackling housing issues.

5.19 Increased Respect of Individual Rights in Society

The ISCYP work is very much in line with the ‘live in a society which respects individual rights’ outcome set out in the Children and Young People’s Strategy. Cross community work, respect for diversity and inclusion of people with disability have been a specific focus of the ISCYP. A number of the ISCYP Teams have delivered programmes to address cultural diversity and sexual orientation. Some resources including the AEP Transition Programme and Parent support Booklets have been translated into Irish for use in the Irish medium schools. It is also clear that a lot of the one to one work has been aimed at encouraging respect for oneself and for others.



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Social inclusion is very evident on a number of levels. One particular group of parents consulted in the course of the evaluation highlighted the fact that, for many of them it is especially difficult, due to their circumstances, to leave their homes. Through the one to one home visits the apprehension is addressed and very slowly and gradually the fear is broken down.

Many of the delivery staff interviewed provided examples of linking with agencies and organisations tackling the inclusion of ethnic minorities, people with physical and learning disability and people excluded because of age, gender or sexual orientation. In terms of practical support in one area East Europeans are regularly attending language support classes to improve their English. This is helping parents to support their children in their education. One interviewee described the assistance as follows:

‘The classes are really well attended. It helps with interpretation on a number of levels as you cannot represent yourself very well or make sure you are getting the support you need if you have a language barrier. It is very hard for the children in school if their parents have poor English. It is so well attended and the feedback is great.’

In some areas the youth work has had a focus on tackling anti racism and gender bias. The young people are working with ethnic minorities (e.g. Chinese, Phillipinos, Germans, Swedish) who are now attending events in large numbers.

A number of those consulted in the course of the evaluation reported having more respect for their teachers and their peers. It is very clear that the youth work and peer education work delivered through ISCYP is having a significant impact in terms of making young people think about the impact of their behaviour on others. Some demonstrated strong feelings of remorse about how badly they had behaved and confided that they did not want to be that kind of person again. One young person interviewed said:

‘I ignore people who do not respect me now and I find that I am showing more respect to my teachers. If they shout at me I don’t shout back any more. There is no point in shouting or being cheeky. It is not easy to do this but it is getting better. I know how to calm myself down now. I don’t even lose it any more with my wee brother. I listen more to my mum and I’m not as angry with her.’

More specifically, in terms of respect for others, there is some evidence emerging that the ISCYP services are keeping young people from entering the Juvenile Justice System. For example, according to one parent:



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‘The difference at home is unbelievable and I am convinced if it were not for ISCYP he would be caught up in the Juvenile Justice System because he was heading that way.’

The young person in question received counselling and attended a personal development course through the AEP in West Belfast.

5.20 Integrated Structure

It must be highlighted that the above outcomes are the direct result of an integrated infrastructure being established. At this juncture it is clear that the ISCYP work has established significant partnerships and links with a wide range of partners and service providers. Through its locality focused development and implementation it has increased understanding and awareness of the significant value of joint working to deliver services at a local level in a more integrated manner. This is evidenced by a range of local neighbourhood and community partnerships with statutory service providers, joint referral systems, joint protocols etc.



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6.0 Conclusions 6.1 Introduction

This Chapter presents conclusions based on the Evaluation findings in respect of the inputs, processes, outputs and outcomes up to the 31st March 2011. The conclusions are presented across the Terms of Reference.

6.2 General

• ISCYP has piloted and tested an integrated model of working to meet the needs of children and young people in disadvantaged areas of Belfast.

• The work is complex in its intent, scale and ambition.

• It is locality based, assured and assisted by the Local Neighbourhood Renewal Partnerships and existing Local Community Networks.

• It is a programme with a long term perspective on effecting positive change which has, to date, attracted short term funding and therein lies a major challenge.

• Local need has been assessed using reliable data and consulting with local people and with the benefit of the experience of the HAZ, the Partnership Boards and the Neighbourhood Renewal Partnerships.

• The work embraces the principles of integration, achievability, sustainability, innovation and prevention.

• Targets have, for the most part, not only been met but exceeded.

• The programme meets all relevant policy drivers in relation to children, young people and their families.

6.3 Service Recipients

• 3603 clients have been assisted through the programme.

• 1821 (51%) were male and 1123 (49%) were female.

• 3086 (86%) were 25 years of age or less, the remainder ranged from 26 – 82 years of age.

• 52% of programme focused on learner support.

• 14% of programme focused on early years.



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• 23% of programme focused on health & wellbeing

• 11% of programme focused on parent support.

• 2260 (63%) of these clients have been assisted in West Belfast and 1343 (37%) in Greater Shankill.

6.4 Progress against four stated themes

There is evidence of: • A joint approach to learning • Best practice identified and followed in relation to early years provision • Improved health wellbeing & social competence of children and young people • Enhanced parental engagement in education • Multi professional & multi sectoral service provision • Raised aspirations of children, young people and parents raised • A commitment to lifelong learning • Increased employability • Effective early intervention in place

6.5 Value for Money

The evaluation has produced evidence that the ISCYP offers a valuable contribution to addressing all the relevant policy drivers in relation to children, young people and their parents. The fact that it is locality based, family focused and youth specific and offers holistic one to one support and group support sets it apart from other services. In its uniqueness it therefore represents value for money. Equally, the complexity of need which ISCYP addresses, contributes to the value for money aspect. The recent report by Professor Ian Kennedy, ‘Getting it Right for Children’ (see Appendix) highlights the high cost and inefficiency of multiple appointments for different things in different places. The ISCYP approach circumvents this by access to services being coordinated from a central location and one point of contact within the local community.

The total of £5m investment has resulted in 3,603 clients having received one to one assistance and 13,615 having received group support through a range of interventions and programmes. Significant numbers of service recipients experience improved quality of life in some shape or form. Equally there is evidence that the life chances of children, young people and their parents are significantly enhanced. In quantitative terms this represents value for



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money over a relatively short period of time. Clearly there are a number of benefits which will take time to quantify such as the savings as a result of keeping young people from entering the Juvenile Justice System, enhanced prospects of employment, reduced dependency on drugs and alcohol etc.

According to analysis carried out by the New Economic Foundation and Action for Children, for every £1 invested annually in Action for Children targeted services, society benefits between £7.60 and £9.20 in the social value created. Based on this analysis, the investment of £5m in the ISCYP programme over four years would potentially generate a social value of between £9.5m and £11.5m.

6.6 Aims & Objectives of Key Sponsors

6.6.1 Integrated Development Fund (IDF)

ISCYP has contributed to the economic and social regeneration of West Belfast and Greater Shankill. The aim within Learner Support is to create ‘A multi agency resource to support schools to address behaviour problems, suspensions and expulsions.’ This has been addressed. The aim within Early Years is to achieve ‘The consolidation and strengthening of early years support to improve life chances, educational achievement and employment opportunities.’ This has been addressed. The aim within Health & Wellbeing is to achieve ‘A range of measures to target specific health concerns of children and young people including vulnerable children and young people at risk.’ This has been addressed. The aim within Parent Support is to achieve ‘Expanding and developing methods of supporting parents’ participation in their children’s education.’ This has been addressed.

6.6.2 Health Action Zone (HAZ)

ISCYP tackles the aims and objectives of the HAZ in that it has contributed to giving children a better start in life and in tackling inequality and disadvantage. It has clearly improved services for young people so that health and social needs are identified and adequately addressed. It also addresses health and social inequality through a community development approach which targets the hardest to reach and the most vulnerable.



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6.6.3 Belfast Education & Library Board (BELB)

In terms of addressing the aims and objectives of the BELB it is very clear that the ISCYP work is contributing to lifelong learning. It is delivering services reflective of best practice to maximise the full potential of children and young people. Standards have been improved in relation to learner support. The needs of the most vulnerable and disadvantaged children and young people are being met by one to one support and a wide range of interventions. Resources are optimised because of the added value provided by the ISCYP Teams both within and outside schools. Children, young people and their parents are being developed on a range of levels both personally and educationally. Partnerships are strengthened through the links the ISCYP Teams have made with schools, behavioural support, social workers, Educational Welfare Officers etc.

6.6.4 Council for Catholic Maintained Schools (CCMS)

As with the BELB, the ISCYP work is addressing the aims and objectives of the CCMS in that it is tackling the inequalities in access to learning and education caused by disadvantage and deprivation. CCMS also espouses a community development approach which integrates the school more effectively with the needs of its local community. CCMS acknowledges the need to work in close partnership with a range of service providers to the best advantage of the children and young people it serves. In this respect ISCYP sits well with the aims and objectives of CCMS.

6.6.5 Belfast Health & Social Care Trust (BHSCT)

ISCYP acknowledges that health inequalities are unjust and tackles them by working in partnership across all sectors. This is central to the policy of the BHSCT in that it believes the inequalities are not just about health and that resources need to be deployed as efficiently as possible to address them. BHSCT believes that children should be given the best start in life and this can only be done through interagency partnerships. In this respect the ISCYP is an effective vehicle for addressing the aims and objectives of the BHSCT.

6.7 Management Structures & Systems

Effective structures have been in place to support the development of integrated services in the form of the HAZ Council; the Project Board and various subgroups thereof; Shankill and West Belfast Partnership Boards; Neighbourhood Renewal Partnerships; and the two Executive LIAGs. The work is taken forward by a Programme Leader who supports, facilitates, monitors and develops all aspects of the work both strategically and operationally. The Programme Leader seeks direction, clarity and support from within the BELB and the Project Board as required. At an operational level the work is managed by two programme managers



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who each manage four and three operational managers respectively. Their work is essential to the embedding of integrated service provision at a local level and to ensuring that resources are deployed to meet local need in a manner which is complementary and non duplicative. They oversee the work of their respective teams who are acknowledged to be highly committed and dedicated to improving the lives of children and young people in West Belfast and Greater Shankill.

The structure appears, for the most part to be effective, however, in West Belfast, as it operates across four neighbourhood renewal partnerships, there is an additional management tier locally and this adds a degree of complexity to strategic and operational management and reporting systems.

6.8 Service Delivery

There is successful engagement with statutory service providers and community agencies and organisations and the Executive LIAGs are working together in support of the whole community. Programme Managers and their respective teams are highly committed and dedicated to the delivery of services which are complementary to and non duplicative of existing services. There is increasing evidence that they enjoy the respect of relevant stakeholders consulted in the evaluation process. As a result services are:

• More creatively designed and delivered to engage young people and parents.

• Delivered by highly motivated staff.

• Providing additional quality support at a local community level.

• Adhering to good practice.

• Reaching ‘the hard to reach.’

• Unique and holistic in that they are very specifically tailored to suit need.

• Family focused.

• Addressing very high level need.

• Youth specific.

6.9 Processes

• The governance of the work is efficiently and effectively addressed by a Governance Group, chaired by the Chief Executive (BELB) with membership from the Project Board, PHA (formerly HAZ), BELB, the Partnership Boards, BHSCT and the Programme Leader.



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• A significant amount of funding has been secured from the Integrated Development Fund. The budgeting and financial management are effectively managed by the Programme Leader and overseen by the Governance Group and Project Board. The progress of work was significantly impaired by an insecure funding environment during the life of the programme

• An electronic Central Monitoring Database has been developed using a resource within the BELB. The internal monitoring of the work is currently done through monthly reports to the Programme Leader. As of 31st March 2011 all the information has been entered by the area teams.

• The Evaluation Framework, supported and facilitated by the Evaluator, maintains accountability to the original aims and objectives for which funding was secured and reflects service delivery at a local level.

• An Evaluation Reference Group, comprising representation from the GSLIAG, the WBLIAG, CCMS, HAZ, BHSCT, the Programme Leader and Quaesitum, ensures that the evaluation remains focused on the agreed terms of reference and for guiding and supporting the evaluation process as required.

• There is a Communications Strategy to ensure that the appropriate social, economic and political messages are conveyed consistent with the principles of the work.

• A Project Board sub group, established in February 2010, is in place focusing on the need to promote the mainstreaming of integrated working and integrated service design and delivery. A number of site visits and presentations have taken place at ministerial level to evidence the impact of integrated working.

• Throughout its delivery the work has been consistently promoted at both strategic and operational levels. It was formally launched in October 2009 and the West Belfast work was also launched in January 2010.

• High Level Impact Statements which reflect the work locally and link to the relevant government policy have been developed.

6.10 Impact on target population There is evidence of:

• Improved emotional and social health & wellbeing.

• Improved economic and environmental wellbeing.

• Improved enjoyment of learning.

• Improved educational achievement.

• A positive contribution to community and society.’



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• Increased sense of safety and stability.

• Increased respect of individual rights in society.

6.11 Challenges & Opportunities

• The health and education environments are experiencing significant policy and structural change.

• It is difficult to plan and deliver services, with ambitious long term aims and objectives with short term funding.

• Uncertainty of funding makes it difficult to recruit and retain staff and presents a challenge when meeting targets.

• High Level Impact Statements which link directly to the Programme for Government have been identified for a programme which has, to date, been housed under the Department of Education. Therein lies a challenge as the work transcends a number of different departments.

• There is a need for a continued focus on a long term strategic vision which looks at service planning, resourcing and delivery in the context of all service providers across the statutory, community and voluntary sectors

• There is scope for greater integration between Greater Shankill and West Belfast and also within each of the Teams.

• There is hesitancy in relation to terminating those aspects of work which are less than successful and focusing on the work which has been particularly successful.

• There is a challenge regarding the sharing of information across statutory providers.



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7.0 Areas for Consideration 7.1 Introduction

This Chapter presents areas for consideration at this Final Stage of the evaluation process they are not presented in any order of priority and are designed to maximise the full potential in the future.

7.2 Replication of Model

A unique model of integrated working which espouses early intervention and a holistic approach to the needs of children, young people and their families has been identified and tested. There is significant evidence to show that the model works as an effective approach to tackling disadvantage, improving educational attainment and enhancing health and emotional wellbeing. The legacy of the programme is that partnerships at strategic and operational levels have been formed across the statutory and community sectors. This coupled with the fact that the High Level Impact Statements, consistent with the Programme for Government, address the relevant policy areas in relation to children and young people, affirms the scope for mainstreaming the programme and the potential for transferability and replication. Consideration should therefore be given to exploring the replication of the model of working across Belfast and beyond to plan and deliver services to children and young people in a more integrated way.

7.3 Planning & Budgeting

In the current economic climate the value of investment in preventative services and early intervention is all the more essential in terms of being the most cost effective way to plan and deliver services. Based on the evidence of an effective integrated model of working having been identified in the ISCYP, it is necessary for commissioners, budget holders and service planners to work in a more integrated way to plan design and deliver services to children, young people and their families. The required result is a pooled budget to deliver services to children, young people and their families in a more integrated way. The work of the Lobbying Subgroup is extremely important in linking to Priorities for Government and Neighbourhood Renewal Partnerships. In particular, the links must be made to the Social Investment Fund, to OFMDFM and to all the relevant government departments. The focus on mainstream funding must concentrate on the unique qualities of a locality based approach to integrated service delivery, namely, reaching the most marginalised, complex and hard to reach individuals;



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adherence to good practice; acknowledgment of the importance of early intervention; non duplication of services; and improved access to advice, support and advocacy within the local community. In securing an integrated approach to service delivery within mainstream funding it will be necessary to concentrate on the learning from delivery, to date, and to identify the most successfully integrated aspects of services i.e. where the community and statutory sectors are working seamlessly together with significant evidence of positive outcomes.

7.4 A Wider Perspective of Integrated Working

As a general comment it is very clear that there is significant evidence of good integrated working between the statutory and community/voluntary sectors. However, assuming that the work will continue, there is scope for more integrated working, in the first instance, across West Belfast and Greater Shankill which have remained very distinct in their planning and delivery. In the second instance there is scope for greater integrated working within the teams in each area. This is particularly evident in West Belfast with the three Full Service Communities. Whilst there has been some joint training and pooling of resources and expertise there is scope for further joint working. Consideration might be given to identifying opportunities for information sharing, joint training and sharing of good practice. It is likely to make the work more marketable if it is less geographically split. For example, consideration might be given to delivering the AEP work in West Belfast across Greater Shankill as well. In this way the learning and experience could be shared to more effectively address what are generally agreed to be the same complex problems and issues faced by children and young people disengaged or at risk of becoming disengaged from education. External to the programme, there is scope for more joint training with ISCYP staff and teachers to increase the awareness of the change in culture of the statutory services working more closely with the community sector, complementing each other and learning from each other.

7.5 Roles & Responsibilities For the most part, each ISCYP team member appears to be aware of what his/her fellow team members are doing. On the assumption that the work will continue, consideration might be given to identifying ways in which roles and responsibilities within the programme are better known and understood. This might include Shared Learning Events. In order to maximise the full potential of the work in the future, consideration might be given to review of the following:



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7.5.1 Membership

It is recommended that membership of the Project Board and the Executive LIAGs is kept under continual review to ensure appropriate representation and accommodate the evolution of the work in a changing environment. Specifically, consideration might be given to inviting young people on to the Executive LIAGs as the services are for them yet they are currently not represented on LIAGs. The Terms of Reference should be revisited to ensure that members are clear in their responsibilities.

7.5.2 Management Process Whilst it is acknowledged that the management structure is complex, the Project Board is in place to ensure that all aspects of the work are driven forward at a strategic level. The Programme Leader is responsible on a day to day basis for ensuring that the programme is driven forward at an operational level. The Programme Managers are, in turn, responsible for managing their respective teams to ensure the delivery of non duplicative services, locally, in a more cohesive and integrated way, to those in greatest need. Consideration might be given to reinforcing the role of support and guidance for the Programme Leader. Equally, without any line management responsibility, she is expected to monitor progress against targets and give support to the Programme Managers in relation to the necessary remedial action required. Consideration might be given to assigning her some managerial control to make her support role more effective.

7.5.3 Monitoring & Evaluation

The On-line Monitoring Database should be reviewed at the end of this current funding strand. In addition, there is significant evidence of good local instruments in place to evaluate the programme but limited evidence of any data having been systematically collated and analysed and a written or electronic record maintained. Although the data is used on an ongoing basis to inform service delivery and to complete the Programme Leader’s Reports, Programme Managers and Operational Managers should systematically collate and analyse their internal evaluation data and maintain a written or electronic record. The written or electronic record is essential in order to reflect on learning at operational level, to maintain a focus on the aims and objectives for which funding was provided and to ensure accountability.



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APPENDIX



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IDF Funding Aims & Objectives

Learner Support

Aims / Objectives Outcomes

• A collegiate approach to behaviour management will be promoted through the establishment of support systems for staff & pupils

• Opportunities to discuss behavioural

issues, explore options, generate solutions & disseminate good practice in the management of behaviour will be established. Additional support for those with learning disabilities available

• Creating sustainable community based

youth work

• Targeting known weak community

infrastructure in terms of youth provision • Safer communities by the creation of

youth initiatives • Creating interaction & cooperation across

communities • To support young people in making the

transition from education to employment

• Pupils will display more on task behaviour

• Teachers will have improved classroom management skills

• Targeted number of nationally & locally qualified youth workers

• Increased community participation through the establishment of local advisory committees

• Enhanced participation of young people

through the establishment of local youth forum / committee

• Joint training & community relations

programmes • Increased life chances and employability

Table 1: IDF Aims, Objectives & Outcomes – Learner Support



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Early Years

Aims / Objectives Outcomes • To consolidate and strengthen early

years support • To improve life chances, educational

achievement & employment opportunities • To provide wrap around early years

services

• To empower and support those in early

years settings to flexibly respond to needs

• To improve knowledge, skills & attitudes

of early years providers in relation to special educational needs

• To specifically address the

communication needs of young children

• Improved life opportunities through early years intervention

• Increased educational attainment &

raised aspirations of parents on behalf of their children

• More coordinated integrated provision

• Early years setting will develop

community sensitive support

• Parents & providers more skilled &

confident in responding to children’s needs

• COMET project will be delivered in

designated schools

Table 2: IDF Aims,Objectives & Outcomes – Early Years



73

Health & Wellbeing

Aims / Objectives Outcomes • All those who have contact with children

& young people should examine & develop their own emotional wellbeing & social competence

• To promote insight into the emotional

factors involved in learning for teachers, parents, children & others

• To promote partnerships to support

inclusion

• To carry out action research so as to

promote evidence based practice • To develop & implement a strategy for

LAC in education • To reduce the risks & difficulties that

young people with multiple difficulties encounter

• To provide a more integrated approach to

service design & delivery for users & providers

• Front line services will receive support

• Our young people will be sustained in education & employment

• Management & evaluation of pilot projects will inform future provision

• LAC & those at risk will be facilitated in

fulfilling their educational potential • Communication systems will be

developed between school, social services & others to support an integrated approach to the education of LAC

• One point of contact for children with a)

multiple & complex needs & b) services coordinated with better use made of finite resource allocation

Table 3: IDF Aims, Objectives & Outcomes - Health & Wellbeing



74

Parent Support

Aims / Objectives Outcomes • To develop a whole school approach to

involving & supporting parents in their children’s learning

• To establish a framework for the

development of inter & intra agency contact/cooperation

• To ensure staff groups within schools are

supported in developing mechanisms for involving & supporting parents

• To bring about change in school culture

in a way that better accommodates parental involvement & support

• To enhance the capacity of local parents

to support their children in and out of school

• To develop the capacity of parents in

order to ensure sustainability of the work • To develop a training programme for

links with existing mainstream services in order to sustain the work

• To ensure monitoring & evaluation of the

work

• Schools will be better able to involve & support parents as partners in their children’s learning

• There will be enhanced cooperation

between parents & schools

• Parents will be seen as real partners in the education of their children

• There will be greater focus on the best

outcomes for the child as a result of parent/teacher contact

• More parents will be involved in their

children’s school life & learning

• Behaviour of children in school will improve

• Attendance of children at school will be

improved

• There will be greater integration of services within communities. Preventative work will become a greater feature of existing mainstream services

Table 4: IDF Aims, Objectives & Outcomes – Parent Support



75

Relevant Policy Context • Social Investment Fund (March 2011)

• Community Safety Strategy for Northern Ireland 2011 – 2015

• Building Safer, Shared & Confident Communities (January 2011)

• Pathways to Success, Establishing an initial broad strategic direction & supporting cross-departmental

actions to reduce the number of young people most at risk of remaining outside education, employment

or training (NEET) Department of Education & Department for Employment & Learning, March 2011

• Early Years Strategy (0-6 years) Department of Education (June 2010)

• Not Just For Health, Department of Health & Social Care (2010)

• Review of Youth Justice (November 2010)

• Families Matter: Supporting Families in Northern Ireland, Regional Family and Parenting Strategy,

March 2009

• Programme for Government 2008 - 2011

• Every School a Good School, Department of Education (2009)

• Alternative Education Provision Review, Department of Education (2009)

• Promoting Mental Health – Strategy & Action Plan, DHSSPS (2008 – 2011)

• Protect Health Promotion – Strategy & Action Plan, DHSSPS (2008 – 2011)

• Northern Ireland Children’s Services Plan 2008 - 2011 – Integrated Planning for Children and Young

People in Northern Ireland, November 2008

• Regional Hidden Harm Action Plan, Responding to the needs of children born to and living with parental

alcohol & drug misuse in Northern Ireland, October 2008

• Health & Consumer Protection Programme (2007 – 2013)

• Protect Life – A Shared Vision, The Northern Ireland Suicide Prevention Strategy & Action Plan 2006 -

2011

• Extended School – School’s Families, Communities Working Together, Department of Education (2006)

• New Strategic Direction for Alcohol & Drugs Strategy for Northern Ireland, 2006 - 2011

• Our Children & Young People – Our Pledge - A Ten Year Strategy for Children & Young People in

Northern Ireland 2006 – 2016 (OFMDFM)

• Success through Skills – The Skills Strategy for NI: A Programme for Implementation, 2006

• Lifetime Opportunities Government’s Anti-Poverty & Social Inclusion Strategy for NI, 2006



76

• Children & Young Peoples’ Funding Package (Hain), March 2006

• Healthier Future: Regional Strategy, Department of Health & Social Care, December 2004

• Programme of Community Action in the Field of Public Health (2003-2008)

• Tackling Inequalities: A Programme for Action (2003)

• West Belfast & Greater Shankill Task Force Report (2003)

• People and Place - A Strategy for Neighbourhood Renewal Neighbourhood Renewal June 2003

• Investing for Health, 2002

• Framework for Action in the field of Public Health, European Commission (1993)



77

Relevant Research Context Integrated Working

• Literature Review for Framework for Integrated Planning for Outcomes for Children and Families (C. Humphreys, Scottish Executive (2008)

• A Briefing Paper on Integration (Ritchard Brazil) (January 2009)

• Childhood in Transition - Experiencing Marginalisation and Conflict in Northern Ireland, Siobhan McAlister, Phil Scraton & Deena Haydon, Faculty of Law Queen’s University (November 2009)

• The Local Research Consortium (LARC) (April 2010)

Early Intervention

• The New Economic Foundation & Action for Children, ‘Backing the Future’ (September 2009) • Kennedy, Professor Sir Ian, ‘Getting it Right for Children’ (September 2010)

• Early Intervention: The Next Steps, An Independent Report to Her Majesty’s Government, Graham Allen MP (January 2011)

• Preventative Spending, NI Assembly, Research & Library Service, Research Paper, (19th January 2011)

Early Years

• How Small Children Make a Big Difference (Provocation Series Volume 1 Number 3) Alan Sinclair , (January 2007)

• Effective Pre-School and Primary Education 3-11 Project - Final Report from the Primary Phase: Pre-school, School & Family Influences on Children's Development during Key Stage 2 (Department for Children, Schools & Families) (November 2008) EMIE at NFER; Research Briefing January 2009 No.35

• Extended Pre-School Provision for Vulnerable Two Year Olds - Evaluation (Scottish Government) (December 2008) EMIE at NFER; Research Briefing January 2009, No. 35

• Improving Outcomes for Young Children: A Review of Evaluated Interventions (Highlight No.247) National Children's Bureau Library & Information Service (February 2009)

• Roots of Empathy Report on Research ( 2009)

• Getting it Right for Children & Young People: overcoming cultural barriers in the NHS so as to meet their needs, Ian Kennedy, 16th September 2010



78

Health & Wellbeing

• The Seeds of Exclusion Belfast, The Salvation Army with the University of Kent & Cardiff University (July 2009)

• The Youth Development Study - A Longitudinal Study of Adolescent Drug Use undertaken at the Institute of Child Care Research, funded by the Public Health Agency (September 2009)

• The Case for Infant Mental Health (January 2010)

Learner Support

• Accountability and Children's Outcomes in high Performing Education Systems (Evidence for Policy and Practice Information and Co-ordinating Centre) (December 2008) EMIE at NFER; Research Briefing, January 2009

• Attitudinal Barriers to Engaging Young People in Positive Activities Literature and Communications Review (Department for Children, Schools & Families and EdComs) (August 2009) EMIE at NFER; Research Briefing, November 2009 No.40.

Alternative Education Provision (AEP)

• Alternative Education Providers’ Forum – Policy Paper DENI (May 2007)

• Assembly DEL Committee - Alternative Education Provider's Forum - Briefing Paper (June 2009)

• Pathways to Success, Department for Employment & Learning, (March 2011)

Parent Support

• Enriched Curriculum Review, Belfast Education & Library Board (2000)

• The Impact of Parental Involvement, Parental Support & Family Education on Pupil Achievements & Adjustment: A Literature Review, Department of Education & Skills, Research Report RR433

• What Works in Parenting Support? A Review of the international Evidence, Department of Education & Skills, Research Report RR574, 2004

• 'What can we do to Tackle Child Poverty in Northern Ireland' by the Joseph Rowntree Foundation (November 2009)



79

Referral Sources Learner Support / Education Ready

• Education Welfare Services • ISCYP AEP • ISCYP Outreach workers • Local Community Groups • Local Primary and Post Primary Schools • Probation Board NI • Self • Social Services • Youth Justice

Family Support • Action on Disability • Child & Family Clinic (RVH) • Education Welfare Services • G.P.s • Gateway Team • Health Visitors • Intensive Adolescent Support Team • Intensive Family Support Team • ISCYP Team • Local Primary & Post Primary Schools • Self • Sure Start • Youth Justice

Health & Wellbeing • Action on Disability • Community Groups • Conway Hostel • Family & friends • G.P.s • Heart Project • ISCYP Team • Local Primary & Post Primary Schools • Mental Health Team • Newstart • Open Doors • Opportunity Youth • Probation Board NI • RVH • Self • Sure Start • Welcome Trust

Youth Services • Education Welfare Service • ISCYP Teams including AEP • Local Community Groups • Local Schools • Probation Board NI • Youth Justice Agency



80

Partnerships There is a wide range of examples of partnership working and links (some of which are contractual) across all aspects of the ISCYP. These include the following:

• Andersonstown School of Music • Barnardo’s • Belfast City Council • BELB Youth Services • Challenge for Youth • Citizens Advice Bureau • Community Forums • Council for Catholic Maintained Schools • DENI / DEL / BELB / DHSSPS • Diviis Joint Development Committee • Emergency Duty Team • Falls Community Council • Falls Leisure Centre • Falls Women’s Centre • Full Service Extended Schools (BMSG & BBMS) • FASA • Frank Gillen Centre • Gateway Team • G.P.s • Health and Social Services • Health & Social Care Board • Homeless Service Unit • Hype Team • Include Youth • Job Assist Centres • Job & Benefits Offices • Lenadoon Community Counselling Project • Local Employers' Forum • Local Health Centres / Clinics • Local Hostels • Local Housing Associations • Local Primary & Post Primary Schools



81

• Local Surestarts • Mencap

• Neighbourhood Partnerships

• New Life Counselling Services

• NI Fire Service • NI Housing Executive • Opportunity Youth • Parents’ Advice Centre

• Public Health Agency • Probation Board NI • Social Security Agency • Suffolk Lenadoon Interface Group • The AEP Forum • Upper Springfield Development Trust • Young Offenders’ Centre • Youth Action • Youth Clubs • Youth Justice Agency • Volunteer Development Agency • West Belfast Suicide Awareness Group



82

Progress against Targets

The frequency denotes the number of responses recorded on the Online Monitoring Database. The percentage column provides the percentages of the total number of responses in respect of each outcome.

IDF Outcome Frequency %

Pupils will display more on task behaviour 724 25

Teachers will have improved classroom management skills 122 4

Targeted nos. of nationally & locally qualified youth workers 113 4

Increased community participation through local advisory committees 140 5

Enhanced participation of young people through local youth forum 563 20

Joint training & community relations programmes 445 15

Increased life chances & employability 765 27

Total 2872 100

Table 14: Distribution of Learner Support IDF Outcomes


Improved life chances through early years intervention 306 30

Increased educational attainment & raised aspirations of parents 212 21

More coordinated integrated provision 166 17

Early Years setting will develop community sensitive approach 123 12

Parents & providers more skilled & confident in responding to need 171 17

Comet project delivered in designated schools 27 3

Total 1005 100

Table 15: Distribution of Early Years IDF Outcomes



83


Front line services will receive support 207 13

Our young people will be sustained in education & employment 320 21

Management & evaluation of pilot projects will inform future provision 231 15

VCYP & those at risk will be facilitated in fulfilling full educational potential 351 23

Communication systems will be developed to support integrated approach 272 18

Point of contact for children with multiple & complex needs 169 11

Total 1550 100

Table 16: Distribution of Health & Wellbeing IDF Outcomes


Schools will be better able to involve & support parents as partners 183 10

Enhanced cooperation between parents & schools 193 10

Parents will be seen as real partners in the education of their children 291 16

There will be a greater focus on the best outcomes for children 177 9

More parents will be involved in their children’s education 274 15

The behaviour of children in school will improve 275 15

Attendance of children in school will improve 253 14 Greater integration of services, preventative work featuring in mainstream 225 12

Total 1871 100

Table 17: Distribution of Parent Support IDF Outcomes



84

The following Tables show progress against the team targets (up to year ending 31.03.11) set to address the IDF outcomes.

Target Progress to

31.03.11 Variance Commentary

20 to complete GCSE Support 21 +1 Achieved +

10 involved in Essential Skills 10 0 Achieved

10 involved in Curriculum Support Achieved +

60 involved in Personal Development programmes

64 +4 Achieved +

45 to complete OCN courses 48 +3 Achieved +

30 to complete IFA Soccer Coaching 21 -9 9 did not attend & only capacity to run 1 course

40 involved in PHSE programme 33 -7 1 AEP didn't participate

60 to complete First Aid Training 60 0 Achieved

30 involved in ADHD /ADD Awareness 23 -7 Some non attendance

30 involved in Autism Awareness 19 -11 Engagement difficult

30 involved in Dyslexia Awareness 12 -18 Engagement difficult

30 involved in Disability Awareness 40 +10 Achieved +

Table 18: West Belfast Greater Falls Full Service Community Learner Support Targets

Note: These targets also tackle the Children and Young People’s Strategy outcomes: ‘Be healthy’ ‘Enjoy, learn, achieve’ ‘Experience economic and environmental wellbeing’ ‘Contribute to community and society’ and ‘Live in a society which respects rights’



85

Target Progress to 31.03.11

Variance Commentary

300 to engage in youth Programme 1287 +987 Achieved +

60 young people to engage in Cultural Diversity Awareness programmes

74 +14 Achieved +

100 young people to benefit from education support programmes linked to Education Ready Team

180 +80 Achieved +

150 young people p/a to participate in youth outreach programme

184 +34 Achieved +

150 young people p/a to access centre based services & activities

721 +571 Achieved +

150 young people p/a to participate in sports programme linked to Health & Wellbeing pillar

690 +540 Achieved +

80 young people p/a to participate in health programme linked to Health & Wellbeing pillar

633 +553 Achieved +

100 young people p/a participate in social/emotional literacy programme

293 +193 Achieved +

10 Health programmes delivered in schools linked to Health & Wellbeing pillar

12 +2 Achieved +

12 self esteem/confidence building programmes delivered in primary & post primary schools

21 +9 Achieved +

50 additional young people accessing Careers Advice

52 +2 Achieved +

Case Conferences & Core Meetings attended

15 0 Achieved

Residential Programmes 29 0 Achieved

Fire Station Programme 12 0 Achieved

Suicide Mural Art Project 12 0 Achieved

Health & Beauty Programme 10 0 Achieved

Table 19: West Belfast Greater Falls Full Service Community Youth Targets

Note: These targets also tackle the Children and Young People’s Strategy outcomes: ‘Be healthy’ ‘Enjoy, learn, achieve’ ‘Live in Safety with stability’ ‘Experience economic and environmental wellbeing’ ‘Contribute to community and society’ and ‘Live in a society which respects rights’



86

Target Progress to


100 engaged in Education Ready Programme 177 +77 Achieved +

30 engaged in activities to increase literacy 149 +119 Achieved +

30 engaged in activities to increase numeracy 60 +30 Achieved +

40 engaged in activities to increase ICT 62 +22 Achieved +

100 engaged in after school educational & recreational activities

284 +184 Achieved +

100 showing improved attendance & personal development

98 -2 Ongoing

30 at risk of disengagement from mainstream education, identified by local schools, retained in mainstream education

31 +1 Achieved +

150 accredited and pre- accredited courses 175 +25 Achieved +

10 specific student support courses delivered 10 0 Achieved

5 Training Agencies engaged linked to young people

6 +1 Achieved +

Links to AEP ISCYP & 10 accessing VEP programme

12 +2 Achieved +

Database of childcare & community education tutors to meet needs of Education Ready Programme

1 0 Achieved

Access to Libraries NI 1 0 Achieved

Table 20: West Belfast Upper Falls Full Service Community Learner Support/Youth Targets

Note: These targets also tackle the Children and Young People’s Strategy outcomes: ‘Enjoy, learn, achieve’ ‘Experience economic and environmental wellbeing’ and ‘Contribute to community and society’



87

Target Progress to


Deliver Bullying & Transition Support Programme in 5 local schools & 3 local Youth Clubs to 100 young people

139 +39 Achieved +

100 young people accessing literacy/numeracy/homework support

163 +63 Achieved +

20 young people accessing intense 1:1 literacy/numeracy support

20 0 Achieved

GCSE support in Maths & English for 20 students

48 +28 Achieved +

Facilitate Feale Summer Art Workshops for 50 young people

117 +67 Achieved +

Careers Workshop with key Belfast employers for young people of school leaving age

Not to proceed – already covered adequately

Design, publication & distribution of Irish Medium Homework Aid for children & parents

1 0 Achieved

Organise a Linguistic Phonics Training for 15 local Irish medium teaching staff

0 0 Ongoing

Joint facilitation of parent/child Education Programme for 18 children & 7 parents

25 0 Achieved

Information Day for ADD, ADHD, Aspersers & Dyslexia for 25

25 -25 Ongoing

Table 21: West Belfast Upper Springfield Full Service Community Learner Support Targets

Note: These targets also tackle the Children and Young People’s Strategy outcomes: ‘Enjoy, learn, achieve’ ‘Experience economic and environmental wellbeing’ ‘Contribute to community and society’ and ‘Live in a society which respects rights’



88

Target Progress to


20 new places for Youth Inclusion Programme (learning difficulties & disabilities)

17 -3 Achieved +

Self esteem & confidence building programmes for 30 young people

33 +3 Achieved +

Cancer Awareness workshops for 20 young people (learning difficulties & disabilities)

60 +40 Achieved

Attend 6 meetings of Black Mountain Shared Space Interface Project

7 +1 Achieved +

Design social programme for 10 young people with severe & complex needs to give respite to families

6 -4 Complete

Plan summer scheme activities for 10 young people (learning difficulties & disabilities)

14 +4 Achieved +

Engage in joint piece of work involving US Community Safety Forum

Achieved 0 Achieved

Develop Youth Strategy for US Ongoing

15 young people to participate in Community Inclusion Programme at St Gerard’s Resource Centre

12 -3 Complete

Table 22: West Belfast Upper Springfield Full Service Community Youth Targets

Note: These targets also tackle the Children and Young People’s Strategy outcomes: ‘Be healthy’ ‘Enjoy, learn, achieve’ ‘Live in safety with stability’ ‘Experience economic and environmental wellbeing’ ‘Contribute to community and society’ and ‘Live in a society which respects rights’



89

Target Progress to


8 apprentices 7 -1 1 apprentice left

5 host agencies 4 -1 change of direction for host agency

120 programmes delivered by apprentices

156 +36 Achieved +

5 enrolments on UU Degree 6 +1 Achieved +

1 enrolment on PG Dip/MSc 1 0 Achieved

1 enrolment on Conversion Degree 1 0 Achieved

Maintain Bursary Scheme 9 -1 No further applications received

250 pupils at BMSG & BBMS to participate in 2 interactive careers events

2 0 11/11 180 pupils; 31/01 280 pupils

Achieved

95% of Yr10 pupils at BMSG to receive 1:1 careers information, advice & guidance

93% -2% attempts have failed to engage 12 pupils

95% of Yr10 pupils at BBMS to receive 1:1 careers information, advice & guidance

100% +5% Achieved +

To work with a range of local learning organisations to offer 4 informal learning activities. Celebrate Learning Event

4 0 Achieved

2 activities promoting entrepreneurship skills to 12 young people

2 0 Achieved

Table 23: Greater Shankill Learner Support Targets

Note: These targets also tackle the Children and Young People’s Strategy outcomes: ‘ ‘Enjoy, learn, achieve’ ‘Live in safety with stability’ ‘Experience economic and environmental wellbeing’ ‘Contribute to community and society’ and ‘Live in a society which respects rights’



90

Target Progress to


600 Face to Face Counselling 502 hours -98 hrs Hours lost due to holidays & non attendance

640 Complementary therapies 438 sessions -202 hrs Hours lost due to holidays & non attendance

15 parents to participate in stress management programme

12 -3 3 people received 1:1 support

20 young people with learning disabilities to participate in aromatherapy classes

20 0 Achieved

20 young people with learning disabilities to complete stress management & beauty therapy classes

20 0 Achieved

60 to complete First Aid Training 60 0 Achieved

50 involved in Suicide & Self Harm Awareness

52 +2 Achieved +

Table 24: West Belfast Greater Falls Full Service Community Health & Wellbeing Targets


Variance Commentary

Min 500 Counselling sessions delivered to children & young people

506 hours (incl LCCP)

+6hrs Achieved +

10 parents accessing Art Therapy 22 +12 Achieved +

15 parents accessing 10wk Drama Class to increase confidence & improve mental health & wellbeing

15 0 Achieved

20 parents accessing alternative Therapies 39 +19 Achieved +

20 women accessing Breast Examination Imitative

22 +2 Achieved +

1 Health Choices Information Day for parents, children, young people & local community groups

1 0 Achieved

100 young people accessing Healthy Choices Imitative through work with local primary schools and after schools groups

633 +533 Achieved +

10 Health Programmes delivered in schools 12 +2 Achieved +

Table 25: West Belfast Upper Falls Full Service Community Health & Wellbeing Targets




91

Target Progress to


30 people availing average of 6 counselling sessions (180 sessions)

183 +3 Achieved +

30 people availing average of 6 complementary therapy sessions (180 sessions)

84 -96 Decreasing demand

Widespread publicity on mental health issues 4000 0 Achieved

Healthy eating & physical activity Workshops for 100 parents & young people incl disability

80 -20 Achieved

Programme of mental health promotion/prevention training targeting local young people & parents with USHLCC

0 0 Ongoing

Specialist Physiotherapy Support for young people with complex needs 6x6 sessions

0 -36 Ongoing

Paediatric First Aid Training for 10-12 local support workers & parents

12 0 Achieved

Anger management Programme for 10 local young men inc mental health resilience

8 -2 Achieved

Table 26: West Belfast Upper Springfield Full Service Community Health & Wellbeing Targets

Target Progress to


2 youth counsellors appointed & retained 2 0 Achieved

26 counselling sessions per week, 100 young people

96 -4 Ongoing

1 night per week holistic therapies, 500 sessions

612 sessions +112 Achieved +

Table 27: Greater Shankill Health & Wellbeing Targets

Note: These targets also tackle the Children and Young People’s Strategy outcomes: ‘Be healthy’ ‘Live in Safety with stability’ ‘Experience economic and environmental wellbeing’ ‘Contribute to community and society’ and ‘Live in a society which respects rights’



92

Target Progress to


60 families p.a 60 0 Achieved

5 volunteers recruited 5 0 Achieved

20 parents access parenting course 40 +20 Achieved +

20 parents access social/emotional workshops

31 +11 Achieved +

20 parents access confidence building workshops

43 +23 Achieved +

20 children have access to childcare

31 +11 Achieved +

20 children & young people have access to after school provision

128 +108 Achieved +

17 local schools access the Family Support service

17 0 Achieved

Table 28: West Belfast Greater Falls Full Service Community Family Support Targets




93

Target Progress to


60 Families supported through home visits & Family Outreach Services

60 families; 74 adults; 105 children

0 Achieved

20 parents access parenting course 43 +23 Achieved +

20 parents access social/emotional workshops 44 +24 Achieved +

20 parents access confidence building workshops

45 +25 Achieved +

40 children have access to childcare/crèche places

10 -30 Linked to local providers

40 children access after schools provision / summer schemes

24 -16 Linked to local providers

All local schools access the family support services

Achieved 0 Achieved

Directory of Services for children & families in the UF area will be compiled

Achieved 0 Achieved

15 parents accessing 10 week drama class to increase confidence of parents

15 0 Achieved

10 parents accessing Art Therapy 22 +12 Achieved +

20 parents accessing Alternative Therapies 39 +19 Achieved +

15 parents accessing Drop In Thursday morning

36 +21 Achieved +

20 women accessing Breast Examination Initiative

22 +2 Achieved +

6 grandparents accessing Creative Legacies Programme

8 +2 Achieved +

10 parents taking part in music & song writing programme with local musician

10 0 Achieved

15 parents accessing support & advice Drop In Wednesday morning

25 +10 Achieved +

Table 29: West Belfast Upper Falls Full Service Community Family Support Targets




94


Variance Commentary

40 new individuals from families supported

35 -5 Ongoing

20 individuals availing of Cook It Programme

17 -3 Target too ambitious

20 adults availing of Money Matters Workshops

0 -20 Reviewed - provided elsewhere

30 parents availing of Dyslexia Awareness Workshops

22 -8 Complete

20 parents & children with Dyslexia Interaction Playgroup. Establish lobbying group

20 0 Achieved

20 families of children with severe complex needs availing of specialist physiotherapy support

20 0 Achieved

30 families engaged in Intergenerational Projects

36 +6 Achieved +

20 families assisted in coping with educational & homework needs of children at Irish medium schools

8 -12 Ongoing

Confidence building programmes designed for 30 adults

20 -10 Complete

Programme of ‘Family Work’ with children with dyslexia & challenging behaviours & their parents

20 -2 Complete

Programme of support for parents of children with complex needs & disabilities

6 0 Ongoing

Table 30: West Belfast Upper Springfield Full Service Community Family Support Targets

Note: These targets also tackle the Children and Young People’s Strategy outcomes: ‘Be healthy’ ‘Enjoy, learn, achieve’ ‘Live in Safety with stability’ ‘Experience economic and environmental wellbeing’ ‘Contribute to community and society’ and ‘Live in a society which respects rights’



95

Target Progress to


2 f/t Antenatal support workers 1 -3 p/t No further recruitments

9 Family Support Workers 9 -5 p/t Lost 2 from post

3 p/t Speech & Language Assistants 0 -3 Unable to recruit

1 Behaviour Support Specialist 1 0 BELB to offer behaviour support 1 day/wk

12 Early Years Workers to be trained in High Scope

12 0 Achieved

1 Early Years Development Worker 1 0 Achieved

Early Years Development Worker to work with all Early Years settings in GS (12)

12 0 Achieved

100 Early Years staff to access additional training

139

159

+39

+59

Achieved +

Achieved +

Carry out audit of Early Years services in BT13

1 0 Achieved

Develop transition into nursery & P1 project

1 0 Achieved

400 individuals within identified families to be supported by Family Support Staff

419

459

+19

+59

Achieved +

Achieved +

75 antenatal parents to be visited by Family Support staff

7 -68 Ongoing

8 schools to participate in peer massage 8 0 Achieved

7 primary schools to participate in Heartmath programme

5 -2 Ongoing

30 Group Work sessions to parents on a range of topics

13 -17 Ongoing

Develop resource pack re family learning events

1 0 Achieved

300 people to attend Shankill Celebrate Learning Events

300 0 Achieved

Organise Celebrate Learning Event & publication

0 -1 Ongoing

2 Family Learning Events during Shankill Celebrate Learning

2 0 Achieved

Work with up to 30 new parents re personal development

23 -7 Ongoing

Continue to work with 50 parents re personal development

55 +5 Achieved +

Engage with 20 parent groups in educational settings

12 -8 Ongoing

Table 31: Greater Shankill Early Years & Parent Support Targets



96

Target Progress to


To engage with 95% of parents of children receiving PDM

100% +5% Achieved +

Develop 2 intensive support programmes for identified groups in BBMS & BMSG

2 0 Achieved

PDMs to work 1:1 with 25 pupils BMSG

26 +1 Achieved +

PDMs to work 1:1 with 25 pupils BBMS

31 +6 Achieved +

25 pupils in BMSG receiving PDM to receive assessment under CAF

12 -13 Ongoing; protocol being implemented

25 pupils in BBMS receiving PDM to receive assessment under CAF

12 -13 Ongoing; protocol being implemented

Table 32: Greater Shankill AEP Targets

Note: The targets in Tables 31,32 and 33 also tackle the Children and Young People’s Strategy outcomes: ‘Be healthy’ ‘Enjoy, learn, achieve’ ‘Live in safety with stability’ ‘Experience economic and environmental wellbeing’ ‘Contribute to community and society’ and ‘Live in a society which respects rights’



97


Variance Commentary

100 young people from yr 6,7 & 8 at risk supported primary & post primary transition & 1:1 study

175 +75 Achieved +

100 Transition support packs produced & distributed 400 +300 Achieved +

50 full transition packs produced & distributed 200 +150 Achieved +

6 meetings with key stakeholders re transition packs 9 +3 Achieved +

8 meetings with schools 10 +2 Achieved +

70 young people supported in AEPs across WB - 6 additional accredited courses (VEP) 1:1 literacy/numeracy support

70 0 Achieved

Induction programme prior to young people starting VEP 43 0 Achieved

12 young people – Car Mechanics (Occup. Studies Fast Fit) 12 0 Achieved

12 young people – Car Mechanics (Occup.Studies Vehicle Maintenance)

12 0 Achieved

12 young people Hairdressing Diploma 12 0 Achieved

10 young people Hairdressing (Occupational Studies hair styling by blow drying)

10 0 Achieved

10 young people Hairdressing (Occupational Studies shampooing & conditioning)

10 0 Achieved

14 young people CACHE Award Entry Level 3 Childcare 9 0 Achieved

6 additional subject tutors to support 70 (tutor pool) 6 0 Achieved

10 young people to participate in Computer Animation 10 0 Achieved

50 young people to participate in PHSE programme 42 0 Achieved

25 AEP participants/families referred to additional services (counselling, family support, mentoring)

26 +1 Achieved +

2 consultation meetings re input to Government Policy development (Child Poverty & NEET)

2 0 Achieved

50 Transition Packs/programmes for post 16 yrs students with schools/training organisations in line with NEET

0 -50 Ongoing

2 lectures (125) Year 2 student teachers ‘Social Inclusion’ 2 0 Achieved

12 seminars (125) Year 2 student teachers ‘Social Inclusion’ 12 0 Achieved

1 lecture (60) Year 4 student teachers ‘Poverty & Disadvantage’ 1 0 Achieved

6 seminars (60) Year 4 student teachers ‘Poverty & Disadvantage’ 6 0 Achieved

1 lecture (30) graduates PGCE students 1 0 Achieved

1 seminar (30) graduates PGCE students 1 0 Achieved

2 seminars for students interested in volunteering in AEP/ISCYP 2 0 Achieved

1 lecture Yr 1-4 student teachers ‘AEP Methodology’ 1 0 Achieved

2 Workshops Yr 1-4 student teachers ‘AEP Methodology’ 2 0 Achieved

1 Education / Good Practice Conference 1 0 Achieved

500 copies Good Practice Guide ’10 Years On’ for conference 500 0 Achieved

3 Workshops on ‘Educational Inclusion’ 3 0 Achieved

Table 33: West Belfast AEP Targets – KS4, Vocational Enhancement, Transition, Good Practice



98

Health Action Zone Council Membership AT 31.03.10

Belfast City Council Head of Environmental Health Ms Suzanne Wylie

Belfast City Council Director of Parks & Leisure Andrew Hassard

Belfast Education & Library Board Chief Executive Mr David Cargo

Belfast Health & Social Care Trust Associate Medical Director Dr Leslie Boydell

Belfast Health & Social Care Trust Chief Executive Mr William McKee CBE

Belfast Metropolitan College Director Ms Anna O’Hare

Business in the Community Director Mr John McGregor

Business in the Community Director Employers Forum Ms Deirdre Timoney

Council for Catholic Maintained Schools Deputy Chief Executive Mr Jim Clarke (HAZ CHAIR)

Department for Employment & Learning Employment Services Manager Ms Pauline Millar

Department of Social Development Assistant Director of Working Age Benefits

Mr Mervyn Adair

Department of Social Development Director (BRO) Elaine Wilkinson

East Belfast Partnership Board Health Strategy Manager Ms Linda Armitage

Greater Shankill Partnership Chief Executive Mr Jackie Redpath

North Belfast Community Action Unit Director Mr Tim Losty

North Belfast Partnership Board Chief Executive Mr Murdo Murray

Northern Ireland Housing Executive Housing & Health Coordinator Ms Mary McDonnell

Probation Board of Northern Ireland Chief Executive Officer Ms Roisin Muldoon

Public Health Agency Assistant Director of Health and Wellbeing Improvement

Ms Mary Black

South Belfast Partnership Board Chief Executive Ms Anne McAleese

West Belfast Partnership Board Chief Executive Ms Geraldine McAteer



99

Project Board Membership Current Membership Anne Lynch- Chair Independent Chair (former Regional Commissioning

Director - EHSSB )

Mary Black (former Chair) Public Health Agency (formerly HAZ Team)

Ritchard Brazil Public Health Agency (formerly HAZ Team)

Dr Eddie Jackson Belfast City Council

Geraldine McAteer West Belfast Partnership Board

Elaine McCarthy Public Health Agency (formerly HAZ Team)

Terry Murphy Council for Catholic Maintained Schools

Danny Power West Belfast Partnership Board

Jackie Redpath (former Chair) Greater Shankill Partnership

Jill Trotter Belfast Education & Library Board

Lesley Walker Belfast Health & Social Care Trust

Previous Membership Alan Cowie former Eastern Health & Social Care Board

Harriet Ferguson Department for Employment & Learning

John Growcott Belfast Health & Social Care Trust

Gerry Mulholland Belfast Education & Library Board

Peter McBrien Belfast Health & Social Care Trust

Chris Quinn Belfast City Council

Noel Rooney West Belfast Partnership Board

Blanche Thompson Belfast City Council

Graeme McKimm Business in the Community

Sarah Jane Waite Greater Shankill Partnership

Cecil Worthington Belfast Health & Social Care Trust

Nicola Verner Greater Shankill Partnership



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Project Board

Terms of Reference The Project Board will act as a subcommittee of HAZ Council. It will be the primary source for the establishment of the long-term vision and goals for Integrated Services for Children and Young People in North & West Belfast. The Project Board will set priorities, approve scope and resolve partnership issues. In particular the Board will: • Develop and approve the vision for Integrated Services for Children and Young People. • Develop a framework and work programme through which integrated services can be

realised. • Source and commit the required resources to implement the agreed work programme for

North & West Belfast, focused on both locality issues and locality solutions. • Develop and model a way of working that generates innovative locality solutions to meet

identified locality needs. • Lobby for the retention and expansion of demonstrable integrated models of good practice. • Support LIAGs to make decisions and implement the work programme on behalf of the

Board. • Identify achievable joint outcomes and impacts of the work programme. • Monitor and evaluate progress set against agreed outcomes and impacts. • Identify the future resource implications of the evidence based work programme and

identify alternative means to mainstream funding, mainstream learning and mainstream practice.

• Construct opportunities for evidence based intercommunity learning thus providing recommendations for future policy and practice.

• Approve expenditure in line with the principle of good governance. • Monitor and approve LIAG expenditure in line with contractual agreement/s. • Generate timely decisions; supporting the Project Manager/Co-ordinator to accomplish the

work programme goals. • Report on a quarterly basis to HAZ Council. • Co-opt members as appropriate.



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Greater Shankill Executive LIAG Membership

Janice Clarke Belfast Model School for Girls Irene Cooke Early Years Project Jackie Redpath Greater Shankill Partnership Jonny Smith Belfast Boys’ Model School Jackie Walker Belfast Health & Social Care Trust Elaine McCarthy Public Health Agency Eithne Mullen Belfast Education and Library Board

Brenda Martin Programme Leader ISCYP

Billy Hutchinson Mount Vernon Community Centre



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West Belfast Executive LIAG Membership Michael Doherty Lenadoon Neighbourhood Area Partnership

Sandra Buchan Belfast Regeneration Office

Peter Finn St Mary’s University College

Tina Gregory Clanmor Surestart

John McGeown Belfast Health & Social Care Trust [Mental Health]

Tish Holland Upper Andersonstown NAP

Mairead McCafferty Programme Manager ISCYP

Terry Murphy Council for Catholic Maintained Schools

Danny Power Greater Falls Neighbourhood Partnership / LCG

Geraldine McAteer West Belfast Partnership Board

Anne-Marie McCormick Action on Disability

Brenda Martin Programme Leader ISCYP

Brian Maguire NOW Project

Conor Kennedy Open Doors Learning Centre

Elaine McCarthy Public Health Agency

Frances Donnelly Belfast Health & Social Care Trust

Gerry Mulholland Belfast Education & Library Board

Iain DeBoys HSCB LCG

Margaret Monaghan BELB Education Welfare Officer

Peter McAlister WBPB Education SubGroup (SEELB)

Richard May Upper Springfield Neighbourhood Partnership

Ritchard Brazil Public Health Agency

John McLaughlin BELB – Youth Services

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Evaluation Proposal - Belfast Education & Library Board

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