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CHEXS is a registered charity (Registered charity number 1153769)

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Partnership Impact

CHEXS is part of a partnership called “First Class Family Support Services” It is a partnership of six local organisations, including charities and community interest companies, all of which work with school aged children to address social and health issues that are barriers to learning. As individual organisations we offer a range of services including counselling, mentoring, courses and workshops, activities and individual support, in order to improve the achievements and life chances of local children. We play a significant role in the lives of many young people and their families, helping with a range of issues including bereavement, separation, bullying, domestic violence, drug or alcohol use, additional educational needs and challenging behaviour.

First Class Family Support Services was formed in January 2014, when a group of colleagues working in similar roles across the county undertook a formal evaluation of their services. Once this was completed, we decided to continue to work together in order to enhance the existing services we offer, coordinate activities and learn from one another’s experience. A desire to make a positive impact on the mental health and wellbeing of children and young people in the area is the driving force behind our partnership.

CHEXS is the lead partner for a successful funding application to the John Apthorpe Trust. The funding is to deliver a targeted Nurture Programme which aims to provide children and young people with tools and techniques to improve their self-esteem, emotional resilience and confidence in themselves, leading to better educational outcomes and improved life chances.

Please see attached the interim report on the Outcomes/impact the programme has achieved within the first year of the funding.

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EVALUATION REPORT FOR NURTURE DELIVERY PROGRAMME FUNDED BY THE JOHN APTHORP CHARITY

September 2015 – August 2017

INTERIM REPORT NOVEMBER 2016

Authored by: Nikki Howes



Context


First Class Family Support Services is a partnership of seven local organisa ons, including charities and community interest companies, all of which work with school aged children to address social and health issues that are barriers to learning. As individual organisations we offer a range of services including counselling, mentoring, courses and workshops, activities and individual support, in order to improve the achievements and life chances of local children. We play a significant role in the lives of many young people and their families, helping with a range of issues including bereavement, separation, bullying, domestic violence, drug or alcohol use, additional educational needs and challenging behaviour.

We are in a particularly unique position to engage with those who are reluctant to involve statutory agencies or are unsure of who to turn to.

The lead partner is CHEXS (registered charity no. 1153769) which provides educational support for both children and adults, including extra-curricular activities, extended services and family support for the local community.

First Class Family Support Services was formed in January 2014, when a group of colleagues working in similar roles across the county undertook a formal evaluation of their services. Once this was completed, we decided to continue to work together in order to enhance the existing services we offer, coordinate activities and learn from one another’s experience. A desire to make a positive impact on the mental health and wellbeing of children and young people in the area is the driving force behind our partnership.

We have developed a targeted Nurture Programme which aims to provide children and young people with tools and techniques to improve their self-esteem, emotional resilience and confidence in themselves, leading to better educational outcomes and improved life chances.

The aims of the Nurture Programme are:

To teach children some basic relaxation and stress reducing techniques
For children to have a better understanding of feelings and emotions
For children to have a better understanding of how to manage those feelings
To develop children’s concentration skills
To build children’s self esteem
For children to promote a positive self-image
For the children to develop positive behaviour
To improve on school performance

Funding Partner

The funding partner for this project is The John Apthorp Charity. The Charity was constituted on 4th March 2004. Charity registration number: 1102472

The John Apthorp Charity concentrates its efforts on educaton and training, the relief or prevention of poverty and religious activi es. It strives to help other voluntary bodies or charities. It provides help to its agents by donatng money to organisatons. In 2013 the charity donated £408,859 to organisations to further their aims. The John Apthorp Charity granted the sum of £40,000 to be used over two years (September 2015-July 2017)

Delivery

A total of 504 children/young people (CYP) to be reached over two years (September 2015-July 2017). Each partnership to deliver nurture programmes to 84 CYP over two years.

Delivery programmes can consist of (but are not limited to):

Nurture programme delivery
Protective Behaviours
Self Esteem programme
Bright Stars
Building resilience
Prevention of self-harming behaviours

Most programmes are delivered for an hour, once a week over a 6-8 week period. Sessions are delivered by trained and experienced facilitator/practioners. Depending on the needs of the children and young people, the sessions are offered on a one-to-one basis, or for groups of six to ten individuals. The emphasis is on fun, interactive and age appropriate activites designed to increase self-esteem, confidence and aspirations in the participants. Where possible, group sessions have included positive role models as well as targeted children, so that children who struggle with their behaviour have role models in the group.

Sessions are tailored to best meet the needs of those taking part. However, the format is based on tools, activities and techniques that have been developed by mental health professionals and are proven to have a positive impact on the mental health and well-being of children.

Evaluation and Feedback

Evaluaton forms have been devised in line with existng forms available. Uniform information capture from all stakeholders is important to ensure consistent figures. Questionnaires held the same questions but grammar was differentiated to meet the requirements of each age group.

Questionnaires:

KS1 – pupil evaluation and feedback
KS2 – pupil evaluation and feedback
KS3 – pupil evaluation and feedback
Parent (TOPSE) evaluation and feedback
Facilitator feedback

All CYP completed a form at the beginning and at the end of the programme so that the distance travelled, emotional improvement and knowledge gained could be measured.

Feedback was entered into Survey Monkey and resulting data sets analysed.

Examples in Appendix A

Basic Information

Total number of children engaged per Partnership in Year 1

Vista - 50
CHEXS - 44
Harpenden Plus - 35
Hertsmere - 16
Aspects - 39
HABS - 48

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Children engaged in each intervention

Emotional wellbeing - 22
Breakfree - 36
Protective Behaviours - 72
Resilience - 21
Self-esteem - 44
Nurture - 37
Bright Stars - 0

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Gender and age range

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Reasons for referral to interventions

Out of 232 CYP surveyed:


22 had one reason identified for the referral
112 had two reasons identified for the referrals

98 had 3 or more reasons identified for referrals
(Multiple needs)

Risk taking - 11% 25
Mental Health - 5% 12
Emotional Wellbeing - 66% 146
Risk of exclusion - 5% 12
Attendance - 14% 31
Behaviour - 37% 80
Confidence - 51% 113
SEN PP/FSM/EAL/G&T - 19% 42
CAF - 4% 10
Family Involvement - 12% 26

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Children were asked ‘Thinking about the things we have been doing together, what might you do differently in the future?’

Some of the responses included:

I know that I can talk about my feelings to other people
I can be more confident to say if something is wrong
I would feel even more confident by putting my hand up in class
Talk to someone
I will talk to Daddy (This was from a child who stated they were frightened of Mummy)
I can now control my anger better
I talk less in class
Think positive about the future
Always do what I feel comfortable with. To not rush things ever and do stuff when I am ready
I've improved on maths and I feel more calm about stuff. The project has made me confident and has helped me
I would use my network and I would know when I feel worried
Using my network to talk to people and knowing when I feel sad. I see dad now.
Before I didn't know how to deal with my anger, but know I do.
I have learnt that I am different from other people and this will help me in the future because it teaches me about my self
Think about how to treat my brother and try to interact with people (family). I can think more carefully about what to do and say to people. My behaviour is getting better

School staff post-delivery feedback

School staff were invited to comment on individual children and young people and reported the following:


Improved confidence
Better confidence in class and speaking to staff
Now knows who to talk to when he has concerns
Seems happier and more confident to speak to adults
Happier, but still boisterous
Much happier and more positive outlook. No angry outbursts
Much more confident and has talked about feelings over gender confusion after the sessions. Really enjoyed and benefited from the sessions.
More confident in class and with his work - willing to challenge himself
More confidence and more willing to have a go. Better work ethic
Improved work ethic has been seen since participating
Improved attitude towards transition
Improved self-confidence and self-esteem. Loved the programme and much more prepared to join junior school
Amazing now. Engaged in learning, not disruptive
Working his way off report. Has improved attendance since team building
D is not so disruptive at school. He is not as late anymore and is no longer at risk of exclusion
Calmed down massively. Social skills greatly improved. Project gave him a friendship group leading to him feeling more bonded with his peer group. More settled in class and tried to fit in more. He now tries to argue his point instead of just shouting and does not instigate trouble.
Really calmed down, much more focused
Much more productive friendships with peers
Really settled. Forming healthier relationships
Less incidents of poor behaviour. Increased respect for staff. Making progress academically and trying harder in class
More confident in himself and will seek adult support now when he needs help. More secure friendships in place now.
Behaviour has improved significantly over time. He has developed a better empathy for others as well as an awareness of how his actions affect those around him.
Has developed the ability to laugh at himself, which sounds very trivial but has been crucial for his development and mental health
Less anxious behaviour - understands emotions/feelings. Improved self-esteem and happier in himself. Network
‘I’ now has strategies in place for dealing with anger and knows what her body is telling her. She still struggles with friends, but has developed a network.

General comments and feedback:

We would welcome this again - slightly earlier in the year
Would like to have Breakfree again if there is space
I would have liked some preparation time before the sessions began, perhaps better contact with the facilitator in the run up, to adapt the programme to the needs of the group (Breakfree)
Sarah was great with the children and they all looked forward to Breakfree
The children enjoyed the course. Good benefit for all pupils
Thank you very much. The sessions were well planned and had the potential to be very useful.
Very successful. Alongside the nurture group this has been great for her
All children said they have thoroughly enjoyed the course and feel that they have benefited from the programme
Whole experience was extremely encouraging and able to adopt new practices in school. It provided staff with the opportunity to watch the children grow and develop
Thank you for providing the children with a thoroughly enjoyable programme. It provided the children with a variety of experiences for breaking down social barriers and developing their interaction with each other
Can now identify the difference between safe and unsafe and has increased self-esteem and confidence
Child engaged well with the sessions
L feels more confident
No
There has been a marked improvement seen by all staff around these children and the children have noticed things have improved too.

Staff were asked what difference this programme had made:

Some of the responses included:


This has been a wonderful opportunity for the children to experience some valuable small group time. I have started to notice some small changes in the children, however, due to the complexity of their individual situations they would benefit from more of this type of intervention as they progress through KS2.
This has been a positive experience for the three children as I have seen their confidence grow throughout the time of the sessions. Their eagerness to attend and enthusiasm when re-entering the class is also evident. They missed a few sessions due to a school trip etc. so I would be extremely happy for any further sessions with this group to finish off the programme (V-SSAS)
We feel the 'extreme' boys have finished this year a lot happier
Most children showed increased self-confidence and were able to talk about their feelings
it has helped the children and SENCO have an understanding of the Breakfree programme
Helped the children with their transition to the Junior school and improved self-confidence and self-esteem in almost all the group
The children are less anxious about the move to secondary school
Difficult to be specific re pupils as class teacher has now left our school. Boys seem to have particularly benefitted
Huge difference to some of the students improving their view of life
Students that do not respond in school have benefited from being in an alternative educational programme
It has given them more of a purpose
The project has allowed the children involved to feel part of something special and also to feel valued themselves as they have been selected to take part. It helps them to work together to create an end product and develop their social skills in this way
I need to monitor but as stated it has the potential to be very useful
She is now far more confident. She recognises her network and uses it successfully. she has shared this with our nurture group and is helping other herself. she now offers advice to her peers and this has helped raise her self-esteem.
Increased confidence has led to greater engagement in class and improved peer relationships
The school recognises the impact of the course and has been able to build on its foundations
Increased confidence with how to deal with problems and recognise their own feelings
Z indicated she felt better after 6 sessions. Being able to talk about her fears
‘E’ recognises that she isn't responsible for others behaviour
Learning stop, think and do
Increased confidence has led to greater engagement in class, better result academically and improved peer relationships

Would you recommend it to others?

We received 40 responses from school staff when asked if they would recommend it to others and all of the responses were positive.

Yes, all the children loved the programme
Absolutely
Definitely - we would use it for more students if we could
Yes, addresses issues for complex needs students that school struggle to have capacity for.
Yes, the improvements have been vast in some cases
We would recommend the programme to others who have children who are particularly struggling with a lack of confidence or self esteem

How could it be improved?

There were 17 responses on improvements that could be made to the programmes and their delivery:


Just earlier in the year and some feedback from you as to how you feel they have progressed
I would like a brief session booked to meet with the facilitator at the end of the programme to review each child’s contribution. I could attend some of the sessions but not all and would welcome a professional’s feedback on the contribution/needs/next steps for each child. I would like to be given a set of the planning/session details at the end of the programme so I can evaluate the programme more effectively and follow up with parents and children (Breakfree)
More information to share with parents on what has been covered in each sessions (Breakfree)
It would have been better earlier in the year as these children are moving into secondary school so it has been difficult to measure impact
Difficult to say as I was not always in school (INCO) when it was taking place, but it seemed to run smoothly. It would be useful to have a member of staff (TA) involved to follow up on techniques and help give feedback to parents if needed
By being able to refer more students
More feedback in between sessions
Regular catch ups with them. More of a purpose. Monthly catch ups with them
Would be great to have more sessions like this as they are really valuable
We are happy with it as it is
Longer sessions
More sessions
More small group work
Larger groups to cover more children, possibly using a role model child to demonstrate the correct way to behave, without making this too explicit to the rest of the group

Cost Analysis

£40,000 received over 2 years to deliver to 400- 500 children
In Year 1, 232 CYP received an intervention.

Cost per pupil for a 6 week intervention: £86.20

Conclusion


At £86.20 per child this represents great value for money

Schools have received these programmes extremely positively

On average children and young people report an increase in wellbeing in all areas

Targeted children and young people are more likely to have more than reason for referral

Some staff are cutting and pasting one comment for all children in the post-delivery impact sheet

Some LPs have adapted the forms and left off key info such as delivery programme title.

By using the post and pre evaluations we can clearly see where children and young people have identified a new strategy or implemented positive change as a result of attending

Next Steps

As a result of this interim evaluation report, suggested next steps would be:


Add gender collection tab to feedback questionnaire
Create 2 anonomised case studies from targeted children for use in final report to bring the evaluation to life for current funders and to use for future funding applications.
Look at the social value of the interventions – there were 12 children at risk of exclusion included in the intervention. Are they still in their mainstream school? What future saving does that represent?
Gather qualitative feedback for case studied children
Encourage children to link in the pre and post questionnaires with their ‘worries’. For instance, ‘I worry about people being mean to me’ in the pre questionnaire – ask if this has improved and get them to record it in the post questionnaire.
Make a ‘crib’ sheet for facilitators to explain the forms? For instance: why they need to fill in the post-delivery comments. Also explain the post questionnaire questions to children clearly – many feedback forms had comments about not changing the course when the question reads ‘what might YOU do differently in the future’
Create an information sheet for staff to use as a handout to parents if required, outlining what the intervention covers
Meet and feedback to staff after each delivery finishes if required
Change some feedback to multiple choice on the teacher evaluation to make it speedy and therefore more likely to be completed. Would you recommend this to others yes/no/unsure
Next project to include CP/CiN on Primary needs form
Create a FCFS website for future funding bids and to show impact
Agree a pro forma evaluation form and stick with it for each funding bid delivery
Appendix A

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CHEXS
Holdbrook Hub, 275 Holdbrook Court,
Waltham Cross, EN8 7SL
Registered Charity No: 1153769

Tel: 07970 498966

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