LT-14-12-Big-Local-Early-Years.pdf

LT-14-12-Big-Local-Early-Years.pdf - page 1/177 - Big Local: the early years

Big Local: the early years

LT-14-12-Big-Local-Early-Years.pdf - page 2/177 - Research team NCVO - Deb James, V�roniqu…

Research team NCVO - Deb James, V�ronique Jochum and David Kane IVR - Andy Curtis and Nick Ockenden OPM - Leigh Johnston, Ellie Mendez-Sayer and Tim Vanson

LT-14-12-Big-Local-Early-Years.pdf - page 3/177 - Foreword and acknowledgements

Foreword and acknowledgements

LT-14-12-Big-Local-Early-Years.pdf - page 4/177 - Contents

Contents

LT-14-12-Big-Local-Early-Years.pdf - page 5/177 - Local journeys

Local journeys

LT-14-12-Big-Local-Early-Years.pdf - page 6/177 -

LT-14-12-Big-Local-Early-Years.pdf - page 7/177 - Section 1.1

Section 1.1

LT-14-12-Big-Local-Early-Years.pdf - page 8/177 - What is Big Local?

What is Big Local?

LT-14-12-Big-Local-Early-Years.pdf - page 9/177 - About Big Local areas

About Big Local areas

LT-14-12-Big-Local-Early-Years.pdf - page 10/177 - Figure 1: Early years timeline

Figure 1: Early years timeline

LT-14-12-Big-Local-Early-Years.pdf - page 11/177 - Expectations of national delivery partne…

Expectations of national delivery partners

LT-14-12-Big-Local-Early-Years.pdf - page 12/177 - Expectations of Big Local areas

Expectations of Big Local areas

LT-14-12-Big-Local-Early-Years.pdf - page 13/177 - Section 1.2

Section 1.2

LT-14-12-Big-Local-Early-Years.pdf - page 14/177 - Our task and key questions

Our task and key questions

LT-14-12-Big-Local-Early-Years.pdf - page 15/177 - Our activities

Our activities

LT-14-12-Big-Local-Early-Years.pdf - page 16/177 - Figure 3: Fieldwork activities

Figure 3: Fieldwork activities

LT-14-12-Big-Local-Early-Years.pdf - page 17/177

LT-14-12-Big-Local-Early-Years.pdf - page 18/177 - Section 2.1

Section 2.1

LT-14-12-Big-Local-Early-Years.pdf - page 19/177 - Whats different about the Big Local appr…

Whats different about the Big Local approach?

LT-14-12-Big-Local-Early-Years.pdf - page 20/177 - Making funds available and accessible to…

Making funds available and accessible to areas

LT-14-12-Big-Local-Early-Years.pdf - page 21/177 - FINDING 1: MONEY MADE AVAILABLE TO LOCAL…

FINDING 1: MONEY MADE AVAILABLE TO LOCAL AREAS TO DATE

LT-14-12-Big-Local-Early-Years.pdf - page 22/177 - FINDING 3: HOW MONEY IS MANAGED LOCALLY

FINDING 3: HOW MONEY IS MANAGED LOCALLY

LT-14-12-Big-Local-Early-Years.pdf - page 23/177 - Supporting areas to manage their Big Loc…

Supporting areas to manage their Big Local

LT-14-12-Big-Local-Early-Years.pdf - page 24/177 - FINDING 5: WHAT SHAPES THE SUPPORT PROVI…

FINDING 5: WHAT SHAPES THE SUPPORT PROVIDED BY REPS

LT-14-12-Big-Local-Early-Years.pdf - page 25/177 - The reps role is varied and requires a w…

The reps role is varied and requires a wide range of knowledge and skills including in facilitation, community development, project management, coaching, problem-solving and mediation. Though tasks can vary considerably our analysis suggests that they perform five broad functions:

LT-14-12-Big-Local-Early-Years.pdf - page 26/177 - we were also made aware of times when re…

we were also made aware of times when reps themselves will offer more because they feel something different or additional is needed by way of support. Some reps offer more flexibility than others in relation to the role (eg, as regards giving extra time or taking on different tasks). Though largely a positive aspect of the support offered, this flexibility can lead to handover-related issues or areas comparing reps and not being sure they are getting what they want or need when they see things being done differently in other areas or by previous reps they have worked with.

LT-14-12-Big-Local-Early-Years.pdf - page 27/177 - views about what resident-leadership sho…

views about what resident-leadership should look like or how to ensure that it happens. In part because they recognised the locally trusted organisations role as such a key part of the local jigsaw, and in part to ensure clear and consistent messaging about Big Local in areas, Local Trust introduced a locally trusted organisation newsletter in 2014 to strengthen and make more consistent the flow of information from `the centre to areas.

LT-14-12-Big-Local-Early-Years.pdf - page 28/177 - Reps, Big Local steering group and partn…

Reps, Big Local steering group and partnership members, locally trusted organisations and locally employed workers are primary audiences for these materials but we do not know much about who is using them and how, as there has been no routine monitoring or tracking beyond a count of the number of times some materials have been downloaded.

LT-14-12-Big-Local-Early-Years.pdf - page 29/177 - Enabling social enterprise and social in…

Enabling social enterprise and social investment

LT-14-12-Big-Local-Early-Years.pdf - page 30/177 - Figure 9: Star People Awards 2011-2014

Figure 9: Star People Awards 2011-2014

LT-14-12-Big-Local-Early-Years.pdf - page 31/177 - FINDING 11: SUPPORT FOR SOCIAL INVESTMEN…

FINDING 11: SUPPORT FOR SOCIAL INVESTMENT � SMALL CHANGE

LT-14-12-Big-Local-Early-Years.pdf - page 32/177 - Figure 11: Social investment pathway for…

Figure 11: Social investment pathway for Big Local areas

LT-14-12-Big-Local-Early-Years.pdf - page 33/177 - Enabling networking, learning and peer s…

Enabling networking, learning and peer support

LT-14-12-Big-Local-Early-Years.pdf - page 34/177 - Spring events are a highlight of the Big…

Spring events are a highlight of the Big Local calendar and they engage all programme partners and a majority of Big Local areas with anything up to 12 days of networking and events located around the country. These are workshop-based events with a focus on networking and participation, and they provide the main opportunity in the year for those involved in Big Local areas to come together and meet others; find out what is happening in the programme; hear from relevant speakers from within and outside of the programme; showcase their own work; and network and learn together about Big Local and about a range of topics relevant to their activities. To date there has been a strong emphasis on topics linked to the Big Local pathway at these events (eg, plan production, reviewing progress, getting people involved), and on topics that areas were finding challenging or expressing an interest in learning more (eg, engaging more young people or putting social investment on the agenda).

LT-14-12-Big-Local-Early-Years.pdf - page 35/177 - Offering more in-depth learning opportun…

Offering more in-depth learning opportunities

LT-14-12-Big-Local-Early-Years.pdf - page 36/177 - Section 2.2

Section 2.2

LT-14-12-Big-Local-Early-Years.pdf - page 37/177 - Delivering support with a `light touch a…

Delivering support with a `light touch approach

LT-14-12-Big-Local-Early-Years.pdf - page 38/177 - Rules and requirements

Rules and requirements

LT-14-12-Big-Local-Early-Years.pdf - page 39/177 - and is clear about their not directing o…

and is clear about their not directing or leading residents in any given direction and nor is it about being the worker for an area. The flexibility of reps adds to the light touch element as they respond to what is needed locally within the broad remit of the role. Where it works well reps offer support that enables areas to define and work towards their own goals and find their own solutions to local needs and to any issues and challenges that arise during the course of their journey.

LT-14-12-Big-Local-Early-Years.pdf - page 40/177 - Local Trust and partners feel strongly t…

Local Trust and partners feel strongly that what they are trying to do with Big Local is different. In our workshops with Local Trust staff and national partners it was clear that much thought has gone into how to adopt an enabling approach and make it work with the available budget. Reps, who between them have considerable experience of different community and neighbourhood programmes, feel strongly that the programme is trying to be light touch and though describing this as a challenge to deliver on the ground, nonetheless see this as one of the programmes strengths.

LT-14-12-Big-Local-Early-Years.pdf - page 41/177 - Different views have been expressed abou…

Different views have been expressed about this issue, with some suggesting areas may want a worker or more direction because that is what they are used to, but others suggesting this is not about expectations from prior experience but rather a result of a lack of similar prior experience � for instance not having been a part of a programme or received funding or grants before, and therefore feeling the need for more support or more direction to help them deal with something fundamentally unfamiliar and outside of their experience. Both explanations will have a grain of truth for different areas. Whatever the cause, this lack of shared understanding or expectations can contribute to challenges where there is a mismatch between what is wanted and what is offered.

LT-14-12-Big-Local-Early-Years.pdf - page 42/177 - "... this is possible in some areas. How…

"... this is possible in some areas. However (in) many areas there are a lot of challenges and reps are experienced ... and will provide ... ... not light touch but what is needed at that time in a community." (Big Local rep)

LT-14-12-Big-Local-Early-Years.pdf - page 43/177 - Can a light touch approach sometimes jeo…

Can a light touch approach sometimes jeopardise trust between the rep and the local area � making the rep look uncaring or disengaged? This can be problematic if building a positive relationship is a part of what makes the arrangement work.

LT-14-12-Big-Local-Early-Years.pdf - page 44/177 - Perspectives on the support offered

Perspectives on the support offered

LT-14-12-Big-Local-Early-Years.pdf - page 45/177 - Our analysis of end of grant reporting (…

Our analysis of end of grant reporting (Getting People Involved and Getting Started monitoring reports) revealed the same pattern as our survey � that is, a high satisfaction level with the programmes support overall, but some mixed feelings and/or niggles about the amount of support available (wanting more), and mixed feelings but overall less satisfaction with the programmes paperwork and reporting requirements. We explore this further below.

LT-14-12-Big-Local-Early-Years.pdf - page 46/177 - "Local Trust has been incredibly support…

"Local Trust has been incredibly supportive ... and has recognised that for Big Local to be successful, each area needs time to develop, the chance to try things and sometimes get things wrong." (Big Local partnership chair)

LT-14-12-Big-Local-Early-Years.pdf - page 47/177 - FINDING 18: SATISFACTION WITH BIG LOCAL …

FINDING 18: SATISFACTION WITH BIG LOCAL REPS

LT-14-12-Big-Local-Early-Years.pdf - page 48/177 - FINDING 19: SATISFACTION WITH SOCIAL ECO…

FINDING 19: SATISFACTION WITH SOCIAL ECONOMY SUPPORT

LT-14-12-Big-Local-Early-Years.pdf - page 49/177 - FINDING 20: SATISFACTION WITH NETWORKING…

FINDING 20: SATISFACTION WITH NETWORKING EVENTS

LT-14-12-Big-Local-Early-Years.pdf - page 50/177 - FINDING 21: ENGAGEMENT WITH IN-DEPTH WOR…

FINDING 21: ENGAGEMENT WITH IN-DEPTH WORK AND PILOTS Both organisations delivering pilot projects (UnLtd and Living Space Project) report that areas have responded positively to the support made available through pilot projects, and that gains have been achieved in the Big Local areas involved. However, both pilots were affected by lack of capacity on behalf of some of the areas that signed up. This required some flexibility in delivery and may have been linked to other pressures, most notably areas feeling the need to prioritise making progress along the Big Local pathway and therefore having less capacity to engage than originally anticipated.

LT-14-12-Big-Local-Early-Years.pdf - page 51/177

LT-14-12-Big-Local-Early-Years.pdf - page 52/177 - Section 3.1

Section 3.1

LT-14-12-Big-Local-Early-Years.pdf - page 53/177 - Getting started with Big Local

Getting started with Big Local

LT-14-12-Big-Local-Early-Years.pdf - page 54/177 - Figure 14: Planned areas of spend within…

Figure 14: Planned areas of spend within Getting Started proposals

LT-14-12-Big-Local-Early-Years.pdf - page 55/177 - FINDING 23: TAKING TIME TO GET STARTED T…

FINDING 23: TAKING TIME TO GET STARTED The first areas to complete their Getting Started phase have commonly taken longer to achieve what they put in their proposal than they originally anticipated, sometimes a lot longer. Big Local steering groups or partnerships have mixed views about the extent to which this feels like a problem for them.

LT-14-12-Big-Local-Early-Years.pdf - page 56/177 - FINDING 24: HOW AREAS HAVE TRIED TO ENGA…

FINDING 24: HOW AREAS HAVE TRIED TO ENGAGE LOCAL RESIDENTS

LT-14-12-Big-Local-Early-Years.pdf - page 57/177 - Creative and participatory activities � …

Creative and participatory activities � around engagement and visioning, including using tools like `planning for real and `appreciative enquiry as well as art, sketchbooks, poetry, film and video, a videopod to record views into, hanging a washing line for people to peg up their ideas in a local market. Training local people for some peer-to-peer engagement - training local people as community researchers, street champions, `walkie talkies (people paid to spread the word and/or research local peoples views). Going mobile and/or locating activities where people might be instead of expecting people to come to Big Local � a cab-cam project interviewing people in a black taxi, a big bus tour around the area to meet people in their own space, engaging hairdressers, engaging girls through outreach in nail bars, local businesses helping with surveys or putting up poster to raise awareness and consult people on their views. Activities for children and young people � a wishmas tree for primary school children to pin their wishes up and share their hopes for the future; a postcards from the future exercise to get young people to express their aspirations, and sporting and arts activities to engage young people and find out their priorities and their preferences for how they would want to be engaged in Big Local as it progresses.

LT-14-12-Big-Local-Early-Years.pdf - page 58/177 - FINDING 25: HOW MANY RESIDENTS HAVE BEEN…

FINDING 25: HOW MANY RESIDENTS HAVE BEEN ENGAGED

LT-14-12-Big-Local-Early-Years.pdf - page 59/177 - FINDING 26: JOINING FORCES WITH LOCAL OR…

FINDING 26: JOINING FORCES WITH LOCAL ORGANISATIONS Areas have spent time during their Getting Started phase making links to other organisations. Not all could do this in great numbers as some areas simply dont have many organisations to connect with, but it is clear that most have used this time to try and build working relationships with other groups and organisations in their area who can help them reach out into the community and/or help make Big Local happen in other ways.

LT-14-12-Big-Local-Early-Years.pdf - page 60/177 - FINDING 27: DELIVERING WHAT WAS PROPOSED

FINDING 27: DELIVERING WHAT WAS PROPOSED

LT-14-12-Big-Local-Early-Years.pdf - page 61/177 - FINDING 28: VOLUNTEERS HELPING BIG LOCAL…

FINDING 28: VOLUNTEERS HELPING BIG LOCAL GET STARTED

LT-14-12-Big-Local-Early-Years.pdf - page 62/177 - Forming Big Local partnerships

Forming Big Local partnerships

LT-14-12-Big-Local-Early-Years.pdf - page 63/177 - FINDING 30: WHAT PARTNERSHIPS LOOK LIKE

FINDING 30: WHAT PARTNERSHIPS LOOK LIKE

LT-14-12-Big-Local-Early-Years.pdf - page 64/177 - Creating a Big Local plan

Creating a Big Local plan

LT-14-12-Big-Local-Early-Years.pdf - page 65/177 - FINDING 32: THE PROCESS OF CREATING A PL…

FINDING 32: THE PROCESS OF CREATING A PLAN

LT-14-12-Big-Local-Early-Years.pdf - page 66/177 - FINDING 33: WHAT BIG LOCAL PLANS CONTAIN

FINDING 33: WHAT BIG LOCAL PLANS CONTAIN

LT-14-12-Big-Local-Early-Years.pdf - page 67/177 - Figure 16: A possible framework for unde…

Figure 16: A possible framework for understanding local outcomes

LT-14-12-Big-Local-Early-Years.pdf - page 68/177 - FINDING 34: WHAT PLANS DO NOT CONTAIN

FINDING 34: WHAT PLANS DO NOT CONTAIN

LT-14-12-Big-Local-Early-Years.pdf - page 69/177 - FINDING 35: HOW AREAS PLAN TO USE THEIR …

FINDING 35: HOW AREAS PLAN TO USE THEIR �1MILLION

LT-14-12-Big-Local-Early-Years.pdf - page 70/177 - FINDING 36: HOW FAR PLANS REFLECT RESIDE…

FINDING 36: HOW FAR PLANS REFLECT RESIDENTS PRIORITIES Local partnerships feel strongly that they have developed plans that reflect residents priorities. 94% of steering group/partnership members in our survey said they felt confident their plans reflect residents ideas about what is most needed to improve their area.

LT-14-12-Big-Local-Early-Years.pdf - page 71/177 - Implementing plans, delivering on priori…

Implementing plans, delivering on priorities

LT-14-12-Big-Local-Early-Years.pdf - page 72/177 - FINDING 39: COMPARING AREAS PROGRESS WIT…

FINDING 39: COMPARING AREAS PROGRESS WITH THEIR PLANS

LT-14-12-Big-Local-Early-Years.pdf - page 73/177 - Section 3.2

Section 3.2

LT-14-12-Big-Local-Early-Years.pdf - page 74/177 - How resident-led is Big Local in practic…

How resident-led is Big Local in practice?

LT-14-12-Big-Local-Early-Years.pdf - page 75/177 - FINDING 41: WHAT GETS IN THE WAY OF RESI…

FINDING 41: WHAT GETS IN THE WAY OF RESIDENTS LEADING

LT-14-12-Big-Local-Early-Years.pdf - page 76/177 - interference/lack of support from others…

interference/lack of support from others (especially local councils) (n=15) issues between residents as individuals or between groups of residents (n=10) the length of time things take when resident-led which could contribute to others stepping in and the interference mentioned above (n=10) lack of confidence/self-belief in some residents (n=14).

LT-14-12-Big-Local-Early-Years.pdf - page 77/177 - FINDING 42: WHAT HELPS RESIDENTS TAKE TH…

FINDING 42: WHAT HELPS RESIDENTS TAKE THE LEAD

LT-14-12-Big-Local-Early-Years.pdf - page 78/177 - "We committed to having 70% local reside…

"We committed to having 70% local residents on the partnership instead of a simple majority" (Big Local partnership member)

LT-14-12-Big-Local-Early-Years.pdf - page 79/177 - instead of formal wordy reports to share…

instead of formal wordy reports to share updates with local residents; Allenton Big Local uses a `listen-action-change story-telling approach to post up on their website stories about how their �1million is being used and whats changing as a result.

LT-14-12-Big-Local-Early-Years.pdf - page 80/177 - Whose views, whose control and whose ben…

Whose views, whose control and whose benefit? For the purposes of our evaluation and our interest in questions about resident involvement and resident control, we identified these three questions as a helpful start point to considering how inclusive resident involvement and control have been in practice. However, because this is an early years evaluation, our interest has been in the first two of these questions. (It felt too early to meaningfully explore who services and activities are benefiting, and questions about local beneficiaries were not a part of our evaluation brief.)

LT-14-12-Big-Local-Early-Years.pdf - page 81/177 - initial consultation phase." (Big Local …

initial consultation phase." (Big Local partnership member)

LT-14-12-Big-Local-Early-Years.pdf - page 82/177 - "I think people are getting involved in …

"I think people are getting involved in Big Local who havent traditionally been involved in things before but this takes time and often the `activists act as gatekeepers. (Big Local rep) "There are noticeable cracks emerging ... the people who have till now been the community leaders feeling challenged by others who are now emerging. ...There is a risk of people falling out with one another, and the arriviste/new community activists deciding that their efforts arent appreciated/wanted and stopping their involvement" (Big Local rep)

LT-14-12-Big-Local-Early-Years.pdf - page 83/177 - How areas feel about their progress

How areas feel about their progress

LT-14-12-Big-Local-Early-Years.pdf - page 84/177 - FINDING 46: THE ACHIEVEMENTS RESIDENTS F…

FINDING 46: THE ACHIEVEMENTS RESIDENTS FEEL PROUD OF

LT-14-12-Big-Local-Early-Years.pdf - page 85/177 - How residents feel about being involved

How residents feel about being involved

LT-14-12-Big-Local-Early-Years.pdf - page 86/177 - Overall more respondents chose positives…

Overall more respondents chose positives than negatives to sum up their experience. Just over half described the experience as satisfying/rewarding and/or as a learning experience; a third (32%) said they have found being involved a sociable or friendly experience; and just over a quarter (28%) said it has been exciting. But, to temper this, just under a third (31%) have also found it frustrating and confusing, and we know that to describe an experience as challenging - the most popular descriptor chosen (by 57% of respondents) - can be taken either way, that is, as either positive or negative.

LT-14-12-Big-Local-Early-Years.pdf - page 87/177

LT-14-12-Big-Local-Early-Years.pdf - page 88/177 - Section 4.1

Section 4.1

LT-14-12-Big-Local-Early-Years.pdf - page 89/177 - Building individual and community capaci…

Building individual and community capacity

LT-14-12-Big-Local-Early-Years.pdf - page 90/177 - Connections - being and feeling more con…

Connections - being and feeling more connected

LT-14-12-Big-Local-Early-Years.pdf - page 91/177 - Sharing and increasing knowledge and ski…

Sharing and increasing knowledge and skills

LT-14-12-Big-Local-Early-Years.pdf - page 92/177 - "The fact that no one is paid to be ther…

"The fact that no one is paid to be there makes it harder, and has made me think about leaving the group as to not deal with the difficult people. But then I think itll be a learning experience. This project is unique, and can be exciting to be a part of." (Big Local partnership member)

LT-14-12-Big-Local-Early-Years.pdf - page 93/177 - Local stories: Pathways to learning

Local stories: Pathways to learning

LT-14-12-Big-Local-Early-Years.pdf - page 94/177 - People learning from their local peers

People learning from their local peers

LT-14-12-Big-Local-Early-Years.pdf - page 95/177 - Learning from networking events and pilo…

Learning from networking events and pilot projects

LT-14-12-Big-Local-Early-Years.pdf - page 96/177 - organised by partners highlights that ta…

organised by partners highlights that talking to other Big Local areas is often rated the best or most useful part of any learning event, and this was confirmed during our fieldwork. Opportunities to learn from other areas are increasingly being facilitated by reps on a sub-regional or thematic basis with around 15 rep-led networking and learning events taking place each year. These opportunities are also being initiated by residents themselves who sometimes arrange visits to areas they feel they could learn from on the back of having met them at a national learning event. Based on reps feedback, alongside what residents themselves told us during our fieldwork, we found that residents were increasing their knowledge and skills via peer learning in three main areas:

LT-14-12-Big-Local-Early-Years.pdf - page 97/177 - Local stories: The value of networking

Local stories: The value of networking

LT-14-12-Big-Local-Early-Years.pdf - page 98/177 - Growing in confidence and self-belief

Growing in confidence and self-belief

LT-14-12-Big-Local-Early-Years.pdf - page 99/177 - FINDING 53: WHAT IS HELPING RESIDENTS BE…

FINDING 53: WHAT IS HELPING RESIDENTS BECOME MORE CONFIDENT

LT-14-12-Big-Local-Early-Years.pdf - page 100/177 - Identifying and acting on local needs

Identifying and acting on local needs

LT-14-12-Big-Local-Early-Years.pdf - page 101/177 - Conducting research and mapping to produ…

Conducting research and mapping to produce their area profiles has also left many partnership members feeling more confident about their understanding of what assets there are in the local area that they can draw on.

LT-14-12-Big-Local-Early-Years.pdf - page 102/177 - The ultimate decision-making about which…

The ultimate decision-making about which needs to prioritise and how to address them has in some areas been perhaps more difficult than anticipated despite groups reporting useful learning from running small grants schemes and funding small projects. It is often at the point of making larger decisions that conflict arises, and tensions emerge in steering groups and partnerships which can add to difficulties agreeing and taking action.

LT-14-12-Big-Local-Early-Years.pdf - page 103/177 - Getting more people actively involved

Getting more people actively involved

LT-14-12-Big-Local-Early-Years.pdf - page 104/177 - Maximising or increasing resources

Maximising or increasing resources

LT-14-12-Big-Local-Early-Years.pdf - page 105/177 - Section 4.2

Section 4.2

LT-14-12-Big-Local-Early-Years.pdf - page 106/177 - Making a difference to prioritised needs

Making a difference to prioritised needs

LT-14-12-Big-Local-Early-Years.pdf - page 107/177 - more going on in the area (eg, more acti…

more going on in the area (eg, more activities, events or projects getting started). Other changes tended to be the `behind the scenes changes of building awareness of Big Local or working better with others. We outline below in figure 22 the main changes identified by respondents. In total 163 respondents were able to identify at least one change (including some who said it was too early to say).

LT-14-12-Big-Local-Early-Years.pdf - page 108/177 - In one of our workshops a group came up …

In one of our workshops a group came up with a phrase to describe what was happening, "were creating an infrastructure of people". Where other initiatives had built services or put activities in place, they considered their focus to be about building links between people. They saw this starting with their partnership and beginning to spiral out from there. To an extent the kind of activities being funded in many areas reflect the priority that has been given in plans to community cohesion or developing community spirit. For instance, most areas deliver or support community events aimed at bringing the whole community together, at least six areas have community choirs, many have communal growing or gardening projects, and significant numbers are looking at establishing community hubs.

LT-14-12-Big-Local-Early-Years.pdf - page 109/177 - FINDING 60: CREATING A SPACE FOR COMMUNI…

FINDING 60: CREATING A SPACE FOR COMMUNITY ACTIVITY Many Big Local areas have created a space for community activity, an office space, shop space or meeting place for people to come together. However, these hubs function not just as spaces from which activities are delivered but are being used to draw people in with ideas for activities they can deliver themselves in the hub or elsewhere. They are frequently described by areas that are developing them as catalysts for community activity and may be particularly important in those areas where there is very little alternative provision.

LT-14-12-Big-Local-Early-Years.pdf - page 110/177 - FINDING 61: ORGANISATIONS COMING TOGETHE…

FINDING 61: ORGANISATIONS COMING TOGETHER

LT-14-12-Big-Local-Early-Years.pdf - page 111/177 - FINDING 62: INCREASING OPPORTUNITIES FOR…

FINDING 62: INCREASING OPPORTUNITIES FOR LOCAL PEOPLE One of the most common changes that areas report is that they are contributing to a sense that there is more going on in their area and that they have created more opportunities for people. This is thanks to projects started under small grants schemes and support for existing groups to do more, as well as to the efforts of local volunteers who are helping deliver activities, supporting events, and running hubs.

LT-14-12-Big-Local-Early-Years.pdf - page 112/177 - Local stories: A little goes a long way

Local stories: A little goes a long way

LT-14-12-Big-Local-Early-Years.pdf - page 113/177 - FINDING 63: INCREASING LEVELS OF SOCIAL …

FINDING 63: INCREASING LEVELS OF SOCIAL ENTERPRISE

LT-14-12-Big-Local-Early-Years.pdf - page 114/177 - FINDING 64: IMPROVING THE PHYSICAL ENVIR…

FINDING 64: IMPROVING THE PHYSICAL ENVIRONMENT

LT-14-12-Big-Local-Early-Years.pdf - page 115/177 - FINDING 65: A STRONGER VOICE FOR RESIDEN…

FINDING 65: A STRONGER VOICE FOR RESIDENTS

LT-14-12-Big-Local-Early-Years.pdf - page 116/177 - FINDING 66: A BIT OF A BUZZ?

FINDING 66: A BIT OF A BUZZ?

LT-14-12-Big-Local-Early-Years.pdf - page 117/177

LT-14-12-Big-Local-Early-Years.pdf - page 118/177 - Section 5.1

Section 5.1

LT-14-12-Big-Local-Early-Years.pdf - page 119/177 - The importance of where the journey star…

The importance of where the journey starts

LT-14-12-Big-Local-Early-Years.pdf - page 120/177 - Defining `good progress in local journey…

Defining `good progress in local journeys

LT-14-12-Big-Local-Early-Years.pdf - page 121/177 - Things that have been challenging

Things that have been challenging

LT-14-12-Big-Local-Early-Years.pdf - page 122/177 - Defining challenges

Defining challenges

LT-14-12-Big-Local-Early-Years.pdf - page 123/177 - Challenges that have affected progress

Challenges that have affected progress

LT-14-12-Big-Local-Early-Years.pdf - page 124/177 - The areas story below shows just how har…

The areas story below shows just how hard some partnerships have worked to get people involved, and how difficult it has been to get results. It also touches on why they feel people dont want to get involved. In this area they believe people feel someone else should be doing things for them rather than them doing things for themselves.

LT-14-12-Big-Local-Early-Years.pdf - page 125/177 - FINDING 68: FINDING PEOPLE WITH TIME OR …

FINDING 68: FINDING PEOPLE WITH TIME OR SKILLS TO GIVE

LT-14-12-Big-Local-Early-Years.pdf - page 126/177 - FINDING 69: PERSONALITIES AND PERSONAL I…

FINDING 69: PERSONALITIES AND PERSONAL ISSUES

LT-14-12-Big-Local-Early-Years.pdf - page 127/177 - been some sad stories of how groups have…

been some sad stories of how groups have been affected by members having to leave because of family responsibilities, experiencing serious health problems or even dying. As groups have bonded but stayed for the most part small, the impact of ill health or bereavement has been understandably significant. Some reps have made a connection between these issues and a perceived fragility of some steering groups/partnerships and perhaps the Big Local model - where a group is so small that changes that affect one person can affect a whole group and significantly impact on progress.

LT-14-12-Big-Local-Early-Years.pdf - page 128/177 - FINDING 70: RELATIONSHIPS WITH LOCAL ORG…

FINDING 70: RELATIONSHIPS WITH LOCAL ORGANISATIONS

LT-14-12-Big-Local-Early-Years.pdf - page 129/177 - FINDING 71: THE EFFECT OF GEOGRAPHY AND …

FINDING 71: THE EFFECT OF GEOGRAPHY AND DEMOGRAPHICS

LT-14-12-Big-Local-Early-Years.pdf - page 130/177 - Some areas lost out on opportunities - f…

Some areas lost out on opportunities - for instance, there are a few occasions where a boundary meant a part of an estate or part of a road outside the boundary was excluded but at the same time so too was an important building or green space that would have made more sense as an asset to be included in the Big Local area.

LT-14-12-Big-Local-Early-Years.pdf - page 131/177 - FINDING 72: THE NATURE OF LOCAL SERVICE …

FINDING 72: THE NATURE OF LOCAL SERVICE PROVISION

LT-14-12-Big-Local-Early-Years.pdf - page 132/177 - FINDING 73: CONVEYING CLEARLY WHAT BIG L…

FINDING 73: CONVEYING CLEARLY WHAT BIG LOCAL IS (AND ISNT)

LT-14-12-Big-Local-Early-Years.pdf - page 133/177 - FINDING 74: THE PACE OF PROGRESS IN BIG …

FINDING 74: THE PACE OF PROGRESS IN BIG LOCAL AREAS

LT-14-12-Big-Local-Early-Years.pdf - page 134/177 - FINDING 75: THE IMPACT OF THE PROGRAMMES…

FINDING 75: THE IMPACT OF THE PROGRAMMES EARLY SET-UP

LT-14-12-Big-Local-Early-Years.pdf - page 135/177 - When challenges collide and journeys sta…

When challenges collide and journeys stall

LT-14-12-Big-Local-Early-Years.pdf - page 136/177 - Section 5.2

Section 5.2

LT-14-12-Big-Local-Early-Years.pdf - page 137/177 - Things that have enabled areas to progre…

Things that have enabled areas to progress

LT-14-12-Big-Local-Early-Years.pdf - page 138/177 - FINDING 76: TEAMWORK, LEADERSHIP AND SHA…

FINDING 76: TEAMWORK, LEADERSHIP AND SHARING THE LOAD

LT-14-12-Big-Local-Early-Years.pdf - page 139/177 - FINDING 77: THE LOCAL RELATIONSHIPS THAT…

FINDING 77: THE LOCAL RELATIONSHIPS THAT SEEM TO HELP

LT-14-12-Big-Local-Early-Years.pdf - page 140/177 - advisory group or represented on relevan…

advisory group or represented on relevant subgroups, report finding this a helpful way to avoid council dominance of the agenda and/or decision-making.

LT-14-12-Big-Local-Early-Years.pdf - page 141/177 - FINDING 78: BEING VISIBLE AND SHARING SU…

FINDING 78: BEING VISIBLE AND SHARING SUCCESSES

LT-14-12-Big-Local-Early-Years.pdf - page 142/177 - FINDING 79: ATTITUDES THAT CAN HELP

FINDING 79: ATTITUDES THAT CAN HELP

LT-14-12-Big-Local-Early-Years.pdf - page 143/177 - FINDING 80: FLEXIBILITY AS AN ENABLER Ar…

FINDING 80: FLEXIBILITY AS AN ENABLER Areas are highly positive about the flexibility the programme offers for them to define their own goals and deliver what they feel is needed for their area, and also recognise the flexibility of having a long time frame to deliver in, no fixed deadlines (beyond agreeing a plan), and a high degree of choice in what they want to achieve and how they go about it.

LT-14-12-Big-Local-Early-Years.pdf - page 144/177 - FINDING 81: ACCESS TO SUPPORT AND SPECIA…

FINDING 81: ACCESS TO SUPPORT AND SPECIALISTS

LT-14-12-Big-Local-Early-Years.pdf - page 145/177 - FINDING 82: EXPOSURE TO NEW IDEAS & SUPP…

FINDING 82: EXPOSURE TO NEW IDEAS & SUPPORT TO TRY THEM The programme has helped people be exposed to new ideas and to try new things in a number of ways including through its learning events, reps signposting and setting up visits and workshops to other Big Local areas and further afield; through the Big Local website and communications, newsletter, etc.; and through partners offering specialist support (eg, Small change and UnLtd). Areas state generally that exposure to new ideas has either helped them address

LT-14-12-Big-Local-Early-Years.pdf - page 146/177

LT-14-12-Big-Local-Early-Years.pdf - page 147/177 - SECTION 6.1

SECTION 6.1

LT-14-12-Big-Local-Early-Years.pdf - page 148/177 - Reflecting on what we have learnt

Reflecting on what we have learnt

LT-14-12-Big-Local-Early-Years.pdf - page 149/177 - Reflecting on support for Big Local area…

Reflecting on support for Big Local areas

LT-14-12-Big-Local-Early-Years.pdf - page 150/177 - 3. Keeping things simple

3. Keeping things simple

LT-14-12-Big-Local-Early-Years.pdf - page 151/177 - Reflecting on local progress

Reflecting on local progress

LT-14-12-Big-Local-Early-Years.pdf - page 152/177 - 6. Resident involvement and control

6. Resident involvement and control

LT-14-12-Big-Local-Early-Years.pdf - page 153/177 - Reflecting on outcomes and influencers

Reflecting on outcomes and influencers

LT-14-12-Big-Local-Early-Years.pdf - page 154/177 - 10. Influencers

10. Influencers

LT-14-12-Big-Local-Early-Years.pdf - page 155/177 - Conclusion � is the Big Local approach w…

Conclusion � is the Big Local approach working?

LT-14-12-Big-Local-Early-Years.pdf - page 156/177 - developing plans and putting in place gr…

developing plans and putting in place grant-giving and commissioning processes, etc) and in the community (with a diverse array of new projects established, more opportunities on offer, events, community activities, local enterprises, services and facilities). Despite this, many of those involved feel their progress is slow and this can be problematic for morale, motivation and perceptions of the programme in the community. We also know that progress is variable and though some feel that Big Local is working for them, there are some areas where it may not feel as though it is working yet. Indeed, Local Trust may yet find that there are some areas where it will not work � where the challenges are too great, the local capacity too little, or where a different approach is needed.

LT-14-12-Big-Local-Early-Years.pdf - page 157/177 - SECTION 6.2

SECTION 6.2

LT-14-12-Big-Local-Early-Years.pdf - page 158/177 - Support Delivery Capacity Ownership Choi…

Support Delivery Capacity Ownership Choices

LT-14-12-Big-Local-Early-Years.pdf - page 159/177 - Supporting lasting change � some key que…

Supporting lasting change � some key questions

LT-14-12-Big-Local-Early-Years.pdf - page 160/177 - How much of the difficulty with engageme…

How much of the difficulty with engagement lies in how steering groups and partnerships are trying to engage and the `ask that is being made, and how much is it linked to broader issues in the local community (eg, cynicism)?

LT-14-12-Big-Local-Early-Years.pdf - page 161/177 - Support

Support

LT-14-12-Big-Local-Early-Years.pdf - page 162/177 - Supporting lasting change - grounds for …

Supporting lasting change - grounds for optimism

LT-14-12-Big-Local-Early-Years.pdf - page 163/177 - new connections. Big Local is already ac…

new connections. Big Local is already acting as a catalyst to bring together people and organisations, many of whom have not worked together before, and is enabling them to work better together. changes in places. Very tangible changes can already be seen in so many Big Local areas as places change and more people get involved. changes in people. The number who can point to things they are doing now that they didnt know they could do; who are growing in confidence, learning new things, sharing what they know and making a difference to others. the commitment of Local Trust, national partners, and Big Local reps. The clear commitment to and enthusiasm for the programme and its values, and for learning and improving for the benefit of local communities. Areas told us above all else that being involved in Big Local is a steep learning curve. Local Trust and its national delivery partners also regularly reflect on the programme as a learning experience. We in our turn as evaluators have learnt much during this project from the many stakeholders we engaged with, and from seeking to understand the ways in which Big Local is different, and how that difference could ultimately contribute to different kinds of changes in Big Local areas. We hope that our findings do justice to the many achievements and the learning that has taken place across the programme so far. We recognise some of the questions and issues we have raised in this final section are far from easy to resolve, but we hope our report will prove informative and helpful to Local Trust, its partners, reps and those involved in Big Local areas in their thinking and their planning for the future of the programme, and to any future evaluators of the programme in the longer-term.

LT-14-12-Big-Local-Early-Years.pdf - page 164/177

LT-14-12-Big-Local-Early-Years.pdf - page 165/177 - Appendix 1 � Big Local delivery partner …

Appendix 1 � Big Local delivery partner roles

LT-14-12-Big-Local-Early-Years.pdf - page 166/177 - Appendix 2 � methodology and sample

Appendix 2 � methodology and sample

LT-14-12-Big-Local-Early-Years.pdf - page 167/177 - Activity 2 � Survey of steering group/pa…

Activity 2 � Survey of steering group/partnership members

LT-14-12-Big-Local-Early-Years.pdf - page 168/177 - Activity 3 � Group (ten-point) review ac…

Activity 3 � Group (ten-point) review activity

LT-14-12-Big-Local-Early-Years.pdf - page 169/177 - Activity 4 � Case studies

Activity 4 � Case studies

LT-14-12-Big-Local-Early-Years.pdf - page 170/177 - Activity 5 � Evaluation workshops

Activity 5 � Evaluation workshops

LT-14-12-Big-Local-Early-Years.pdf - page 171/177 - Activity 6 � An online survey of reps

Activity 6 � An online survey of reps

LT-14-12-Big-Local-Early-Years.pdf - page 172/177 - End notes

End notes

LT-14-12-Big-Local-Early-Years.pdf - page 173/177 - 19 Locally trusted organisations were kn…

19 Locally trusted organisations were known as lead organisations but this name was changed when the Community Development Foundation and consortium partners took over to better reflect the fact that it is residents who lead the programme in local areas

LT-14-12-Big-Local-Early-Years.pdf - page 174/177 - 37 Reported by Institute for Voluntary A…

37 Reported by Institute for Voluntary Action Research in the Annual Learning Review 2013-14 (2014) p31

LT-14-12-Big-Local-Early-Years.pdf - page 175/177 - 56 Looking at a sample of reports from 8…

56 Looking at a sample of reports from 83 areas

LT-14-12-Big-Local-Early-Years.pdf - page 176/177 - 75 The specific open question was "if yo…

75 The specific open question was "if you have been involved in other community projects or schemes in the past, can you tell us if being involved in Big Local feels different?" 76 These challenges emerged from workshops, reps survey, comments in our partnership members survey and conversations with national delivery partners 77 n=233. Of the remainder, 7% said they were unsure and 5% disagreed with the statement.

LT-14-12-Big-Local-Early-Years.pdf - page 177/177