local_trust_early_learning_report.pdf

local_trust_early_learning_report.pdf - page 1/43 - Early learning from Big Local: An overvi…

Early learning from Big Local: An overview of evidence from the first 50 areas, July 2011 to March 2012

local_trust_early_learning_report.pdf - page 2/43 - 7.2 What are we learning? What does the …

7.2 What are we learning? What does the report tell us?................................................... 37 7.3 What do we still need to know? Where are the gaps? ................................................. 42 7.4 Key implications and questions for Local Trust ............................................................. 42

local_trust_early_learning_report.pdf - page 3/43 - 1. Background and overview

1. Background and overview

local_trust_early_learning_report.pdf - page 4/43 - ensuring that the learning from the Big …

ensuring that the learning from the Big Local areas is identified and shared to assist Local Trust in developing and the areas in achieving their local vision. establishing local area monitoring systems providing self-evaluation support coordinating data collected across the delivery partners supporting analysis of progress and outcomes from Big Local.

local_trust_early_learning_report.pdf - page 5/43 - pathway such as providing advice on how …

pathway such as providing advice on how to get people involved, community visioning and creating a local partnership. producing and maintaining the boundary maps for Big Local areas.

local_trust_early_learning_report.pdf - page 6/43 - Forming your Big Local partnership Creat…

Forming your Big Local partnership Creating a Big Local plan Delivering your Big Local plan Collecting the evidence Reviewing your Big Local plan and partnership.

local_trust_early_learning_report.pdf - page 7/43 - NANM

NANM

local_trust_early_learning_report.pdf - page 8/43 - 1.8 Structure of the report

1.8 Structure of the report

local_trust_early_learning_report.pdf - page 9/43 - 2. Context of the areas

2. Context of the areas

local_trust_early_learning_report.pdf - page 10/43 - Community relationships

Community relationships

local_trust_early_learning_report.pdf - page 11/43 - challenge has been finding a balance bet…

challenge has been finding a balance between allowing existing community workers to provide some helpful initial direction, with allowing the programme to be genuinely resident-driven.

local_trust_early_learning_report.pdf - page 12/43 - Other boundary issues highlighted that a…

Other boundary issues highlighted that areas had worked to resolve included: some boundaries were not experienced as very natural; on occasion even community buildings that might be of use could be outside of the boundary it could be challenging to work to the limits of the designed boundary there were conflicting local interpretations of boundaries.

local_trust_early_learning_report.pdf - page 13/43 - 3. Progress on the pathway

3. Progress on the pathway

local_trust_early_learning_report.pdf - page 14/43 - Figure 3.1 illustrates reps perception o…

Figure 3.1 illustrates reps perception of local areas progression along the Big Local pathway in relation to `getting people involved. In September 2011, two-thirds (66 per cent) felt this was ongoing, while 28 per cent felt this was just `starting and six per cent had not started at all yet. Progression varied across areas, but by January 2012, reps indicated all areas had started (with 14 per cent only at this stage), while the majority felt this was `ongoing (80 per cent). Four per cent indicated they were `finishing this part of the pathway and two per cent felt this stage was complete in January, which was actually very similar to Novembers report.

local_trust_early_learning_report.pdf - page 15/43 - process of exploring community visioning…

process of exploring community visioning that could include both local organisations and residents and the public sector. Some reps were working through issues with, for example, ensuring sufficient resident involvement in reference groups, or negotiating the dynamics of relationships with other stakeholders and lead organisations in order for the group to function effectively.

local_trust_early_learning_report.pdf - page 16/43 - Figure3.4: Creating a local partnership

Figure3.4: Creating a local partnership

local_trust_early_learning_report.pdf - page 17/43 - 4. Local involvement in Big Local

4. Local involvement in Big Local

local_trust_early_learning_report.pdf - page 18/43 - As can be seen in Figure 4.1, at the beg…

As can be seen in Figure 4.1, at the beginning of September 2011, in most areas, voluntary or community sector staff were taking a leading role while local people and public sector officials were less likely to be in a leading role although they were commonly taking an active role.

local_trust_early_learning_report.pdf - page 19/43 - Libraries Housing associations Schools H…

Libraries Housing associations Schools Health services (PCTs) MPs. A number of areas described in-kind support offered particularly by lead organisations, but also other local voluntary and community organisations and interested stakeholders (including local businesses). In particular, the following stakeholders were identified as being particularly helpful to some areas:

local_trust_early_learning_report.pdf - page 20/43 - Sometimes areas needed to develop mechan…

Sometimes areas needed to develop mechanisms to gain wider involvement from the community which took time to instigate (such as creating a website), but could then lead to increased involvement of those currently felt to be under-represented (for example young people, people of certain black, Asian and minority ethnic groups (BAME) backgrounds and faith communities). The need to involve a wider range of people in Big Local should be considered in the historical context of each area where those who had traditionally been involved in community action and activities had not always fully reflected the make-up of the area and engaging people with a wider range of characteristics may take time to develop.

local_trust_early_learning_report.pdf - page 21/43 - Promotional activity � promotional leafl…

Promotional activity � promotional leaflets, signs and banners were widely used (in 16 areas). This included four areas who said they had developed branding and one that had used promotional materials such as pens and rulers. Questionnaire surveys � 12 areas had used questionnaires to find out what people wanted to see change in their area. They used a range of techniques including sending them to every home, having boxes to return completed surveys in a variety of locations in the community such as the post office, schools, GP surgeries, miners welfare centre, childrens centre and churches. Some areas had used an online survey and two areas had provided a suggestion box or board. Using existing events � six areas had used existing events such as fun days, community picnics or the opening of a new facility as an opportunity to raise awareness of Big Local and seek the views of residents. Targeted briefings / consultations � five areas had targeted events at specific types of people (older people and younger people) who might not otherwise have participated. Engaging other organisations / stakeholders � six areas mentioned that they had actively engaged with organisations in the areas who could assist in spreading the message. These included, for example, voluntary organisations, faith organisations, the youth service, schools, the childrens centre, mental health networks, housing providers and the local authority. Newsletters � six areas mentioned that they had used a newsletter to raise awareness and explain about Big Local, these were generally widely distributed to homes and local organisations. Website � five areas had created a website which, in some cases, included a forum for residents to leave comments. Local media � five areas said that they had engaged with local media � usually the local newspaper or radio � to raise awareness of Big Local. Facilitators � five areas said that they had engaged specialist facilitators / community development workers to undertake the engagement and discussions with residents. Drop-in sessions � two areas mentioned that they had provided drop-in sessions when people could find out more about Big Local.

local_trust_early_learning_report.pdf - page 22/43 - Community radio as a means of publicisin…

Community radio as a means of publicising Big Local activities An tea for older people held in a school during which they were consulted about Big Local A videopod for residents to record their views A DVD or film, including one led by young people. Training residents e.g. `community champions in community research or engagement techniques and empowering them to approach others in their community Offering free haircuts in local hairdressers in exchange for peoples engagement and ideas Using a community caf� to provide a meeting point for different generations to come together and develop relationships. In their end of grant report for GPI round 1, some areas commented that, as a result of their activity to raise awareness of Big Local, they had increased the number of residents on their database of contacts, for example one area now had 150 and another now had 300 residents details. The number of residents who had agreed to be actively involved had also increased in some areas, for example one area that provided details said that this had increased from eight people to 20 and another said that ten new people were now attending meetings. In some instances, in their end of grant report for GPI round 1, area residents highlighted the context in which they had been working to raise awareness of Big Local and engage residents in what they would like to see change. Four commented that there was a `lack of trust, `cynicism or `scepticism among members of their local community that stemmed from a general lack of trust in authorities and from the their experience of having been consulted in the past and not seeing the results of this subsequently. In addition, in two areas reports, the wider context of funding cuts and other priorities, such as housing issues, for communities were more immediate concerns for local residents. In one areas report, the challenge included engaging people who were not used to forward planning and who did not always make regular use of a diary to plan in meetings.

local_trust_early_learning_report.pdf - page 23/43 - 5. Support

5. Support

local_trust_early_learning_report.pdf - page 24/43 - two of the areas that were buddied were …

two of the areas that were buddied were in the North West and had the same Big Local rep and they were buddied because one had made more progress than the other

local_trust_early_learning_report.pdf - page 25/43 - Networking and learning events

Networking and learning events

local_trust_early_learning_report.pdf - page 26/43 - The event again focused on the experienc…

The event again focused on the experience of the community where the visit was being held, and highlighted work that had been instigated and continued to be driven by local people. This success of the Newstead Village SOS initiative was felt to be attributed to a culture of volunteering that was supported and encouraged, with people not previously involved welcomed and a broad group of people in the community able to play a part. The area had also successfully identified the potential role of social entrepreneurs and how outside investment may be the impetus, rather than need to be relied on.

local_trust_early_learning_report.pdf - page 27/43 - Target young people through visual mater…

Target young people through visual materials such as YouTube, Flikr and perhaps Facebook but Twitter wont be as useful here Avoid social media platforms that are used less by local residents, for example LinkedIn and Foursquare. Keep it appropriate and useful Dont limit your appeal by just talking about Big local; include everything local that people will be interested in Online activity should be managed by at least two people. It is too much for someone to do single handed Make sure you build and design your online activity to that it can be easily passed onto someone else, including keeping password keys safe The person leading on social media should be a member of the partnership or close to it as being distant can create challenges, for example getting content.

local_trust_early_learning_report.pdf - page 28/43 - Figure 5.1: Age of Star People award rec…

Figure 5.1: Age of Star People award recipients

local_trust_early_learning_report.pdf - page 29/43 - There were also several other projects o…

There were also several other projects or ventures that have focused on creating opportunities for the community to interact and improve their health and well-being, including:

local_trust_early_learning_report.pdf - page 30/43 - a marine awareness project in a coastal …

a marine awareness project in a coastal area mentoring projects using volunteers from local businesses to help develop young peoples aspirations at workshops, events and residentials, charging a small fee to schools with the possibility of later voluntary work, or apprenticeships for those taking part training in film, radio and TV to younger people to improve confidence and employment prospects. Some Star People had a strong focus on using community spaces more effectively, for example through transforming previously derelict or vacant spaces, or creating other community hubs. Examples of their projects or ventures include:

local_trust_early_learning_report.pdf - page 31/43 - Advising on other sources of funding ava…

Advising on other sources of funding available locally Advice and assistance in strategic analysis of the data generated from surveys Helping to develop residents into greater leadership roles and how to plan effectively, as well as some generic `behind-the-scenes work helping to develop confidence

local_trust_early_learning_report.pdf - page 32/43 - 6. Bringing residents into Big Local

6. Bringing residents into Big Local

local_trust_early_learning_report.pdf - page 33/43 - anything that was indicative of creating…

anything that was indicative of creating better opportunities, or improving the environment for young people and children was motivating for parents.

local_trust_early_learning_report.pdf - page 34/43 - Reflecting the comments in some areas en…

Reflecting the comments in some areas end of grant reports for Getting People Involved Round 1, in some areas it was clear that for some residents there was a sense of apathy, either because of consultation overload and negative previous experiences, or because of suspicion and cynicism about the genuine aims and objectives of Big Local and who the intended driving force behind it is meant to be. Reps had encountered problems such as:

local_trust_early_learning_report.pdf - page 35/43 - there had been difficult sometimes to en…

there had been difficult sometimes to engage particular types of people (for example people from minority faiths or young people) particularly where no-one of a similar background or characteristic is already involved so that potential participants can see `people like me involved which could encourage them to get involved too although the programme is resident-led, there was a need for some leadership to help residents to understand what they could do.

local_trust_early_learning_report.pdf - page 36/43 - small budgets to bridge the gap between …

small budgets to bridge the gap between GPI round 1 and GPI round 2 may have been useful to avoid losing momentum (this has been addressed for wave 2 areas as pathway funding is now available) there is a need to ensure that once the partnership is established there is still a mechanism to feed back and engage with the wider community on Big Local issues and decisions. For example, Big Local could provide some guidance on the above to areas on `involving your wider community some much more focused guidance around engagement and working with particular types of people or organisations for example working with schools or working with young people etc (with different monthly focuses changing the priority).

local_trust_early_learning_report.pdf - page 37/43 - 7. Discussion of the Big Local early lea…

7. Discussion of the Big Local early learning report

local_trust_early_learning_report.pdf - page 38/43 - This report suggests that progress along…

This report suggests that progress along the pathway so far has depended on a range of contextual factors including: previous levels of local experience and organisation; experience of previous consultation processes; and local relationships.

local_trust_early_learning_report.pdf - page 39/43 - asked. But involvement must go beyond ex…

asked. But involvement must go beyond existing networks if Big Local is to reach the whole community. This will inevitably take time and patience. Thirty or more reps report on difficulties their areas are having in reaching Black, Asian and Minority Ethnic, refugee and other population groups. But this has two implications:

local_trust_early_learning_report.pdf - page 40/43 - But what are realistic expectations? Whi…

But what are realistic expectations? Whilst Pathways through Participation maps individual participation, there is little research that takes looks at peoples involvement over time. There is thus an opportunity to learn a lot from Big Local about patterns of involvement over time, what can be expected and how to build on this. Programmes like the New Deal for Communities also found, for example, that high initial interest died down over the ten years of that programme and in the long term it was the few who took on most of the work that got the most out of the programme. In part, this decline in involvement was due to excessive government control, but it was also attributed to over-optimistic expectations of what the programme could achieve2. Interpreting the involvement of residents in Big Local areas will be supported therefore by understanding the dynamics of involvement over time.

local_trust_early_learning_report.pdf - page 41/43 - Big Locals use of light-touch support ap…

Big Locals use of light-touch support appears to be working well in terms of finding a balance between external expertise and residents own knowledge and ideas in developing plans - it is clear that areas have drawn on their reps in a variety of ways. Clearly there will be differences between those areas that already have community development resources and those that do not.

local_trust_early_learning_report.pdf - page 42/43 - 7.3 What do we still need to know? Where…

7.3 What do we still need to know? Where are the gaps?

local_trust_early_learning_report.pdf - page 43/43 - ensure that all areas are able to use th…

ensure that all areas are able to use the learning opportunities; and to understand how learning is being applied use digital technology and social media to complement and augment face-to-face learning and help to reach new people consider whether some areas need intensive support ensure that the learning of local reps and of delivery partners is fully captured and that future reports are able to draw on this material so that Big Local and Local Trust benefit fully from their insights ensure that leadership is � and remains � open and accessible. Below we suggest a small number of questions that may benefit from attention going forward: How can those leading the Big Local process engage with and be accountable to local residents as well as nurturing a wider pool of leaders? what will make Big Local partnerships different from those that have gone before as part of other community change programmes? are there areas that need more intensive rather than light touch support? How can Local Trust respond to this need while retaining its resident led ethos? Is there anything to be learnt about the differences between those areas that are taking up social enterprise and investment options and those that are not? is the support and expertise held by Big Local and Local Trust getting to the areas without a history of community engagement? what is the appropriate role for Big Local in terms of stepping in and `challenging local areas? And when might this be appropriate?