The Anne Frank Trust UK Realising Ambition Report 1

THE ANNE FRANK TRUST UK REALISING AMBITION REPORT A Realising Ambition Report The Anne Frank Trust UK

THE ANNE FRANK TRUST: 2 WHO WE ARE AND WHAT WE DO 24 EVALUATIONS CONDUCTED

EXECUTIVE SUMMARY 3 28 KNOWLEDGE

OUR PROGRAMME 4 30 SKILLS 5 OUR REACH 33 CONFIDENCE WHY WE CHOSE OUR 6 REPLICATION AREAS 36 ATTITUDES SUPPORT FROM 10 THE CONSORTIUM LESSONS LEARNT FROM 40 EVALUATING IMPACT 13 OUR HEALTH CONTENTS CONTENTS CONCLUSION 16 REPLICATION 42

OUR STRATEGIC PLANS 20 MEASURING IMPACT 43

22 METHODOLOGY 44 THANK YOU 2 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 3 THE ANNE EXECUTIVE FRANK TRUST UK SUMMARY

“Every child has the potential to succeed in life but each year thousands of young people across the UK enter the Who we are and what we do criminal justice system for the first time.” – Big Lottery

“In Realising Ambition the Big Lottery Fund has invested base has allowed us to monitor the quality of our service [in] projects, such as the Anne Frank Schools and and ensured that we have the intended impact on our Ambassadors programme, which have already proven programme’s beneficiaries; increasing their positive and OUR VISION their effectiveness in diverting young people from pro-social behaviour whilst reducing negative attitudes. pathways into crime so they can fulfil their true potential.” This report details the journey that our organisation – Big Lottery has undertaken during this period and the fundamental A society safe from prejudice and discrimination The Big Lottery Fund provided £25 million under lessons that have been learnt as a result of this process. Realising Ambition to transform outcomes for children It will examine these themes in relation to four areas: and young people. This was used to support a portfolio of 25 projects over three to five years. 1 The replication of the Anne Frank Schools A consortium of organisations was set up to manage and Ambassadors programme and support the projects, which was led by Catch22 WHO WE ARE and included Substance, the Dartington Social Research Unit, and The Young Foundation. 2 The support the Anne Frank Trust received and our resultant growth as an organisation An education charity that empowers young people with the The Anne Frank Trust was awarded £836,478 overall knowledge, skills and confidence to challenge all forms of towards replicating the Anne Frank Schools and prejudice and discrimination Ambassadors programme across five regions in the UK 3 The lessons learnt about our programme and over a five year period, from April 2012 to March 2017. measuring impact The Realising Ambition programme has been highly formative to the Anne Frank Trust’s growth over the past five years. We have witnessed how the principles 4 The future plans and direction of our charity OUR MISSION of replicating an evidence based approach has allowed us to broaden our reach whilst increasing our impact and has provided us with the opportunity of reaching Reflecting on the key lessons learnt about our To use Anne Frank’s life and diary to empower young more young people in a wider geographical area of the programme, organisation and the process of people with the knowledge, skills and confidence to country. Support from the consortium has underpinned replication has proved to be very instructive in the challenge all forms of prejudice and discrimination this whole process and provided us with the tools and development of our charity’s practice and goals. expertise to make our interventions successful. It has also been key to the nurturing of our organisation’s health, enabling the Anne Frank Trust to recurrently consider our own practice and future progress. We have also observed how the creation of a robust evidence 4 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 5 OUR OUR PROGRAMME REACH

WE WORKED IN

The programme that the Anne Frank Trust 2 Educational Workshops 136 replicated as part of Realising Ambition The Anne Frank Trust educator delivers a series of SCHOOLS was the London Schools and Ambassadors workshops to students on five different themes: Programme; a home grown project developed Understanding Prejudice by the Anne Frank Trust UK in 2006. Responsibility and Resistance Human Rights Under Realising Ambition it was renamed the Identity and Diversity Anne Frank Schools and Ambassadors programme Historical Context and ran for the duration of a year, across three consecutive terms. The programme comprised of The final core element happens outside school at a 33,274 three core elements: later date. YOUNG PEOPLE ATTENDED OUR 1 Peer Guiding of the Anne Frank: A History 3 Anne Frank Ambassadors programme WORKSHOPS for Today (HfT) Exhibition Six to ten Peer Guides from each school are invited to 2 Educational workshops apply to become Anne Frank Ambassadors. As Anne 3 Anne Frank Ambassadors programme Frank Ambassadors, the students are expected to be a legacy within their school and share their learning. The first two core elements happen over a two This is achieved through the creation of a lesson or week period in schools: assembly about Anne Frank which explores how the students can relate both to her story and issues of 1 Peer Guiding prejudice and discrimination affecting them today. WE TRAINED A group of 12-20 school students aged 12-14 This is then delivered in their schools and in local are trained by an Anne Frank Trust educator feeder primary schools. to guide their peers around the HfT exhibition, 2,468 which is then on display in their school over a YOUNG PEOPLE To help students in achieving this, the Ambassadors two-week period. The training of these ‘Peer AS PEER GUIDES, receive two further days of training on: Guides’ lasts at least one day and is given at the Anne’s story, the Holocaust and related WITH 990 GOING beginning of the in-school programme. Other contemporary issues ON TO BECOME students, teachers and visitors are then guided The development of personal skills (including ANNE FRANK around the HfT exhibition by the Peer Guides public speaking) as well as assistance in creating AMBASSADORS over the two weeks. a lesson and supporting resources 6 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 7

WHY WE Glasgow is home to the majority of the most deprived 5% of areas in Scotland and has historic problems with sectarianism. Our previous work in Scotland, which CHOSE OUR began in 2008, led to the establishment of a relationship with Glasgow Council’s inclusivity councillor who assisted the Anne Frank Trust in the further targeting of REPLICATION particular schools that were seen to be in AREAS need of the programme.

Edinburgh has pockets of deprivation around the city. The areas focused on for our programme were the West, North East SCOTLAND Gateshead has a large has been affected by high levels of and South East parts of the city, where our Orthodox Jewish deprivation, far-right parties standing in local work was supported by a referral partner community that is elections and has seen a growth in its Asian, from a local council in the west of the city. isolated from, and not refugee and asylum-seeker communities. Prior to understood by, many our programme, there had been a protest against of the local population. the proposed building of a mosque in the city. There have been also has many areas of multiple incidents of hate crime deprivation. The Anne Frank Trust targeted against this community five schools in this city which are located in in this area. more affluent areas, but draw from multiple NORTH catchment areas, and thus were identified Stockton as a borough by the council as often being overlooked by EAST has areas of affluence funding opportunities. and deprivation that exist alongside each other. At the time of our intervention, 34 contains towns and villages out of 117 of its areas were with high levels of deprivation, where far- in the 20% most deprived West Lothian is known to have problems right organisations such as the English nationally. Stockton schools with sectarianism. It was the only area in Defence League have taken root and spread recorded 143 incidents of Scotland that the Anne Frank Trust did not Islamophobia and anti-immigrant sentiment. racist bullying in 2010-11 have partnerships in, however one of the The area has also experienced high levels of in fewer than 70 schools. teachers that had previously worked with prejudice and discrimination against the Gypsy The Anne Frank Trust was us in Edinburgh had moved to West Calder Traveller community. The Community Cohesion contacted by Fiona Ranson, in West Lothian and supported Officer for South Durham, Neil Stonehouse, who works at Stockton our work there. The programme’s delivery recommended schools that would benefit from Council, to bring our was concentrated in some of the area’s ex- the Anne Frank Trust’s intervention. programme to the area. mining communities. 8 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 9

Bradford is an area which Kirklees and Calderdale Sefton is a monocultural The Wirral is a monocultural, contains two different cultures both have two distinct area, with a predominantly predominantly white British area, living side by side: White British cultures living side by white British community. facing high levels of deprivation and Pakistani/ Pakistani-British. side: White British and and unemployment. LGBT The city also experiences high Pakistani/ Pakistani- communities in this area have levels of deprivation, particularly British. The schools also been identified as being at amongst its ethnic minority the Anne Frank Trust NORTH greater risk of discrimination. groups. Our work in this area was targeted in these areas WEST championed by Bradford Council were chosen by a local who run a ‘Stand Up, Speak Out, champion of our work, Make a Difference’ programme. Alistair Ross. Liverpool had the In 2010 Blackpool largest proportion was identified as of highly deprived the seventh local neighbourhoods in authority district England in 2010. with the largest proportion of YORKSHIRE highly deprived AND HUMBER neighbourhoods in England.

Leeds contains 14 is an area that neighbourhoods that has experienced increased is a multicultural area that has been the location are in the most deprived unemployment since the closure of over 50% of reported hate crimes that have occurred 10% of neighbourhoods of its steel industry. Deprivation in between 2012 and 2013. The area has in England, according is likewise on the increase in seen much tension amongst its different communities to the 2015 Index of Rotherham. The borough is now and the English Defence League was founded here. Multiple Deprivation. ranked as the 52nd most deprived Relationships were district, according to the 2015 EAST OF established with schools Index of Multiple Deprivation. ENGLAND in Leeds after our Key drivers of this deprivation are Yorkshire and Humber education and skills, employment, Peterborough is one of the largest urban areas in the regional manager, Abigail as well as health and disability. East of England and also one of the most ethnically Box, spoke about the The ‘grooming scandal’ that came diverse. It is home to many different communities, Anne Frank Trust at an to light in 2010 created anti- some of whom are quite transitory, and has pockets Institute of Education Pakistani sentiment in the city and of deprivation. The programme in this area expanded event in the city. the area has seen EDL marches. to include Norwich and rural parts of Peterborough, where it also incorporated a community exhibition. 10 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 11

SUPPORT Year 2

Suggested future Support received Achievements FROM THE developments

The Young Foundation Recruitment of a data officer Publishing the first Anne provided support through to manage data on VIEWS Frank Trust impact report. the ‘Action Learning Set’ and as well as a communications CONSORTIUM Development of a business ‘Developing your Leadership assistant. case for investment beyond Style’ workshops. Review and refinement of Realising Ambition funding. Support from the consortium has been integral to The consortium organised a evaluation tools which were Realising Ambition event in implemented across the the development of our organisation over the last five Scotland as well as a National whole organisation. Learning Network conference Creation of a three year years. The chart below maps this process, detailing in Birmingham. strategic plan. the support we received, our achievements and the Substance provided continued advice we were given each year to further our growth. support with the VIEWS database and a webinar to assist with the pre and post intervention analysis tool.

Year 1 Year 3

Suggested future Suggested future Support received Achievements Support received Achievements developments developments

Dartington Social Research Recruitment of a finance Recruitment of admin Dartington Social Research Publication of the Anne Frank Improvement of evaluation Unit provided us with manager to deal with new support for evaluation input. Unit and The Young Trust’s first impact report. tools that examine support on defining our financial needs. Foundation provided support increased empathy as part Assessment of the Anne Achieved Gold quality logic model and refining our Frank Trust’s community through a learning exchange of a collaboration with the Recruitment of three new standard, allowing the fidelity checklist. of benefit, to determine workshop on ‘Building your University of Kent. board members and eight Anne Frank Trust to bid for freelancers to cater for the whether our desired case with Evidence’. The Young Foundation benefactors are the students additional funding. Development of a business supported the Anne Frank expansion of our work. The Young Foundation also case building on ‘Repli- that are currently becoming Awarded £80,000 to expand Trust through business held a ‘Demystifying Social celerator’ training. Creation of a logic model Ambassadors. our work in 20 additional planning and financial Finance’ and ‘Repli-celerator’ to support our work. Creation of a three year schools in Bradford, Blackpool, Start exit planning for post- modelling workshops and workshop. Development of an evaluation strategic plan. Luton and Glasgow. Realising Ambition. webinars. framework and tools to test The consortium likewise Substance provided the the logic model, which was reviewed the programme and VIEWS database to enable piloted in Edinburgh. provided important advice us to manage our monitoring Creation of a replication plan on the Anne Frank Trust’s and evaluation data. and manual. communications. 12 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 13

Year 4 OUR HEALTH

Suggested future Support received Achievements developments We frequently use the spidergram in our applications to funders, to The consortium boosted Introduction of attitudinal Creation of a new mission show that our organisational health has been measured and has learning from the programme questionnaires to measure statement. improved over the years, showing our funders that we have a strong through an ‘Evidence and impact on empathy, increased Development of our Replication’ workshop. positivity and decreased structure and that we take care to work on our weaknesses. Reaching Communities bid. negativity amongst students. The Roundtable and National Development of a portfolio of Learning events held by the Use of evaluation to support Shona Gibbs, Head of Education Delivery services that the Anne Frank consortium likewise allowed a funding application to the Trust could sell to primary for shared practice and Department for Education and secondary schools. learning. to tackle homophobic, transphobic and biphobic Review of the Anne Frank Consideration of our organisational health has impact and ability to replicate) out of a possible bullying. Trust’s communications with played an integral role in our learning from Realising score of five. Each ring in the scorecard represents a focus on our branding, Ambition. The Young Foundation measured its an increasing numerical value from zero to five, Receipt of funding from both vision and mission. growth yearly against the Organisational Health where the centre ring is zero, the first ring is one and Dundee City Council and the Scorecard. The scorecard marks our charity on four so on. The below spidergram illustrates our growth Toni Schiff Memorial Fund for the continuation of our work. criteria (skill + will, financial sustainability, social as an organisation since 2012.

• SKILL & WILL Year 1 • FINANCIAL Community Year 2 SUSTAINABILITY of Benefit Year 3 Year 5 Operating Impact Year 4 • SOCIAL IMPACT Systems Assessment Year 5 • ABILITY TO REPLICATE Suggested future Support received Achievements developments Outcomes / Staff Focus

The National Conference Receipt of funding for our new Continue exit planning for organised by the consortium projects from several grant- post-Realising Ambition and allowed for reflection on giving bodies: The Department produce a final report. Board & Knowledge shared learning at the end of for Communities and Local Trustees Management the programme. Government; The Department for Education; The Home The exit meeting hosted by Office; The Big Lottery. Dartington Social Research Unit, the Young Foudation and Creation of a franchise model Catch 22 allowed for reflection of the programme in South Marketing and Partnership on ideas for future progress, West England. Communications as well as consideration of the Creation of a new learning and successes of our mission statement and programme during Realising Business Networks communications strategy. Designed by Strategy Ambition. Investment Readiness 14 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 15

3 Investment Readiness The development of our Investment Readiness OUR SUCCESSES AREAS FOR DEVELOPMENT has been one of our greatest achievements. Our increased ability to demonstrate an engagement We are in a constant 1. Business Strategy 1. Networks with our impact evaluation and reflection on our state of readiness to strengths and weaknesses as an organisation 2. Community of Benefit 2. Marketing and Communications bid for projects. has been valued by funders. We have secured 3. Investment Readiness 3. Knowledge Management We are project-ready. several replacement grants to help develop new programmes and continue the funding of our work. Zak Mockton Over the course of Realising Ambition, we have Treasurer of the Anne Frank Trust invested more resources in our fundraising team, separating the responsibilities for grants, major A look into some of our successes donors and events management.

1 Business Strategy We have developed an acute awareness of A look into our areas for future development the trends in areas of policy, commissioning We are becoming much and funding during the intervention. In 2015 more conscious of the 1 Networks from Realising Ambition, has led to us being able this was refined through the creation of a world in which [young Policy and Practice working group and the Realising Ambition has greatly contributed to our to more accurately describe our work and target recruitment of a Grants and Policy Officer who people] operate and awareness of the importance of networks in the audience. The need, benefits and impact of our was made responsible for the assessment responding to the fact development and replication of future projects. Where programme are central to all external communications of governmental policy in areas relevant to that they are living in a we have had strong local champions of our work material. The further promotion of our work and (such as in Rotherham, Bradford and Durham) we our work (such as education and counter- digital age. articulation of it to a wider audience is an ongoing aim extremism). We have therefore been able to keep have found that its promotion and delivery have been of the Anne Frank Trust’s; we have recently appointed a abreast with government policy decisions and made considerably easier. In a diverse education Caroline Hoare Communications Manager to assist with this. respond accordingly in the development of our Vice Chair of the Anne Frank Trust environment, where increasing numbers of schools are outside the remit of Local Authorities, we are programmes. We are currently being funded by the 3 Knowledge Management Department for Education to help tackle bullying endeavouring to find ways of building sustainable We are endeavouring to use reflective practice to in schools, the Department for Communities and networks in the absence of local champions. Future Local Government to encourage young people to programmes are more mindful of the time and examine our work and improve future programmes be responsible digital citizens and the Home Office capacity needed to build these relationships from our and methods of working. The education team have to help combat extremism. delivery staff and therefore have been concentrated created working groups; discussion groups intended on smaller target numbers to allow time for cultivation to inform good practice, share knowledge and support 2 Community of Benefit of relationships and legacy-building. the training of the team. These working groups have This area is one that we initially found more been used to discuss the piloting of programmes in challenging but have put significant effort into 2 Marketing and Communications improving, so by 2015 we achieved a score of five The refinement of our mission statement focussing alternative provisions and primary schools, as well as in our Organisational Health Scorecard. We now on young people and the impact our programme the post-development of these programmes and the ensure that our target beneficiaries are at the heart has on them, a direct consequence of our learning learning from their evaluations. of all our work and the development of our future strategy. The improvement of our impact evaluation has been integral to this. With the development Where we are now of a logic model, refining of our desired outcomes and the evaluation tools used to measure these, Realising Ambition has supported the climates. We have advanced to a position where we have been able to develop our programme to professionalisation of our organisation, allowing us we are better able to articulate our programmes address the needs of those that we know most to focus on the areas that we need to develop. to funders and commissioners, have the evidence benefit from it. We continue to reflect on our work and its base to demonstrate our impact, and have proved relevance in current political and educational to be successful at securing further grants. 16 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 17

REPLICATION Strengths and challenges in Replication

Strengths Challenges

Relationships

In areas where we have built up relationships with We have at times struggled with our capacity to local partners, the impact of the programme has build new relationships with stakeholders and proved to be particularly lasting. A few notable schools as well as maintain old relationships due areas where this has happened have been: to staff constraints. Strong change management was also needed for schools we had worked Bradford: our programme is run alongside and with previously and had set expectations of our supported by Bradford Council’s Stand Up, programme. Speak Out, Make a Difference initiative. Bedfordshire: our work in this area during Realising Ambition has led to further support The process of replicating the programme in new areas and funding of a programme to tackle hate has been highly instructive in reflecting on its strengths crime in the area by the Bedfordshire Police and Crime Commissioner. and weaknesses and continually endeavouring to improve Dundee: our relationship with Dundee City it. We have been able to identify our key learning during Council has led to our programme becoming embedded in the city’s education strategy. this process, as well as our main strengths and challenges We now have a rolling two year programme in the area, where we visit all of their secondary encountered. schools and have also piloted some of our work in their primary schools and alternative provision settings.

LESSONS LEARNT FROM REPLICATION Targets Communication: we are more aware of the need for effective communication of processes to both staff and teachers, as well as clear delivery manuals, in order to Due to being awarded Gold quality standard in We experienced difficulty establishing the ensure smooth replication. our third year of Realising Ambition and additional programme in areas where we had not previously funding, we were able to broaden our reach to worked, and this process of establishing the Relationships: we are fostering our ability to maintain existing relationships with more schools. Anne Frank Trust in new areas took longer than anticipated. We had also set the target of working schools and stakeholders, as well as building new ones, as a fundamental component In Glasgow, we expanded to 15 schools, from the in ten schools in an area, which whilst achievable of our strategy for long-term impact and legacy building. original 10 we had already worked with. Combined in larger cities such as Glasgow, could be with our previous work in the area, this has stretching in smaller towns. It often meant that we Fidelity: we have recognised the importance of identifying a ‘core’ that forms the heart meant that we have now worked with 35 of all 37 had to run the programme in five schools in two of our programme and is consistently delivered to the same standards across the Glasgow Secondary Schools. organisation, whilst acknowledging that this can be approached with individual styles different areas, doubling on the work involved in of delivery. We have found a balance between continuous testing and refining of our establishing the programme in new areas. programmes, and being able to show the impact of our work.

Targeting of beneficiaries: we have found that students who are the least confident and hold the most prejudicial views are the ones who benefit the most from our work. 18 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 19

Strengths and challenges in Replication

Strengths Challenges

Impact

Our workshops were successful at unpicking This was at times inhibited by a number of themes of prejudice and discrimination and factors, including: making them relevant to students. We also found Schools pulling out last minute that the programme prompted the discussion of “taboo” topics. Schools opting out of the Ambassadors programme Peer Guides and Anne Frank Ambassadors developed key communication skills, greater Restrictions on time spent with beneficiaries, knowledge and increased confidence in which limited the impact on those who would themselves during the programme. benefit the most Staying true to the fidelity of the programme meant that replicating in different areas could at times be limited in scope and creativity, and on occasion provided insufficient ‘wriggle room’ in delivery

Reach

In areas where we were able to deliver a more Delivering to geographically spread areas holistic programme that involved primaries and involved time restraints. the community, we felt that our impact was greater. Some examples of this were: Rotherham: The Ambassadors Programme here was run alongside a Community Exhibition of Anne Frank + You in Rotherham Riverside Library. This involved local primary schools and other local secondary schools who were guided around the exhibition by our Peer Guides, reinforcing our principles of peer education West Lothian: Our programme involved some community work on anti-sectarianism, reaching out to primaries in the local area 20 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 21

MEASURING 2015 Publishing of the Anne Frank Trust’s first impact report IMPACT Evidence collection demonstrates holes in our evidence base, particularly relating to the programme’s impact on: greater empathy and respect for 2012 Evaluation of programme is ad hoc and questionnaires others, reduced negativity and increased positivity towards different groups centre around delivery, not impact on individuals

Collaboration with the University of Kent and launch of new evaluation tools to address these Charity Evaluation Service (CES) is brought on board. holes in the 2015/2016 academic year They help us identify our intended impact, logic model and assist in the design of our evaluation tools 2016 2013 Evidence of impact helps us secure bids from the Government Equalities Piloting of CES-designed tools in Scotland Office, Department for Education, Department for Communities and Local Streamlining of logic model with the help of the Government and the Toni Schiff Memorial Fund Dartington Social Research Unit

Evidence Collection is an integral part of our work: the Anne Frank Trust is identified as being particularly successful in the field of impact evaluation by the Equality and Human Rights Commision Redesigning of evaluation tools following the pilot

2014 Able to demonstrate the programme’s impact on attitudes towards others (greater empathy, reduced negativity and Rolling out of new evaluation tools across increased positivity towards others) the organisation and implementation of the instruction manual for staff

Conducting of fieldwork to examine the long-term impact of Recruitment of a Database Officer to manage data the programme on students’ pro-social behaviour, involvement 2017 Work with the IARS International Institute to conduct in volunteering and undertaking of additional responsibilities independent qualitative research 22 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 23

Intervention

METHODOLOGY Anne Frank Peer Guide Ambassador Exhibition Workshops Training and Training and Delivery Support from Dartington Social Research Unit has enabled Delivery us to develop a logic model and narrative which helps us pinpoint the ultimate outcome of the Anne Frank Schools Participants Peer Guides / Ambassadors and Ambassadors programme: to reduce hate-related and anti-social behaviour, and increase positive, responsible and Process pro-social behaviour in young people aged 10-18 years. Increased knowledge Better interpersonal and Gain transferrable skills of what prejudice and communication skills discrimination is Take on roles and Greater cooperation and responsibilities in and The logic model outlines who our beneficiaries are, which Increased knowledge respect amongst peers out of school about Anne Frank’s life interventions they participate in, and what processes those More positive attitude Increased Increased knowledge towards others self-confidence beneficiaries go through in order to achieve our intermediate about the Holocaust outcomes and enable them to achieve the ultimate outcome. Increased understanding of the dangers of prejudice and discrimination Who are our main beneficiaries? Greater empathy and respect for others, particularly those 1 Workshop participants experiencing injustice 2 Peer Guides and Anne Frank Ambassadors Increased critical thinking skills We have measured the impact of our programme on both groups, but have looked at Reduced negativity Peer Guides and Anne Frank Ambassadors in depth, as they are the groups we invest towards different most of our time and funding in when it comes to delivery. groups

Intermediate Outcome

To increase young To increase socially To reduce prejudice people’s respect active behaviour and discrimination for others among young people

Ultimate Outcome

Reduce hate-related and anti-social behaviour, and increase positive, responsible and pro-social behaviour in young people aged 10-18 years 24 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 25

Evaluations were conducted in two stages, with changes EVALUATIONS made to our quantitative evaluations.

CONDUCTED Phase 1: KSA Star This took place between October 2012 and July on questions relating to their knowledge, skills, 2015 and was developed with the support of Charity attitude and confidence both before the programme Evaluation Service. Students were asked to rate and after the programme. Students did not have Step 1 themselves on a scale of one to ten (where one access to their pre-programme answers the second indicates ‘Not at all’ and ten indicates ‘I have arrived’) time they completed the evaluation. The Knowledge, Skills and Attitude (KSA) Star was used to assess 1907 participants’ changes in these three areas through a comparison of answers given before and after the programme.

Step 2

82 interviews were conducted with Anne Frank Ambassadors between November 2013 and July 2016, asking them about what they have learnt from the programme as well as their perceptions of injustice. Independent interviews and focus groups were also conducted by The IARS International Institute.

Step 3 © Charity Evaluation Service, based on The Young Foundation’s SEED Star for the Anne Frank Trust UK

Between October 2013 and July 2016, 81 teachers were asked to The evaluation examined a range of the process knowledge, a gain in skills and increased confidence. assess what they believed Peer Guides and Workshop Participants had across all of our intended intermediate outcomes, It was less successful in showing increased empathy learnt from the programme and the changes they noticed in them. but was most successful in demonstrating improved towards others.

Phase 2: Contact Star and Reaction to Bullying Step 4 Gaps in our findings from the KSA Star prompted The Contact Star asked students who they would The Contact Star was used to assess 647 students’ attitudes towards us to hone our impact measurements on three like to spend lunchtime with for a week, based on different groups of people through measuring their willingness to spend processes which better enabled us to consider one aspect of their identity. Students were asked students’ attitudes towards others: to respond on a scale of one to seven (where one time with them. Greater empathy and respect for others, indicates ‘Not at all like to’, four indicates ‘Neither particularly those experiencing injustice like nor dislike’, and seven indicates ‘Very much like to’). Students were then asked why they awarded Reduced negativity towards different groups Step 5 the highest and lowest numbers to each particular More positive attitudes towards others group. The Contact Star was completed both before and after the programme and average scores were 59 Ambassadors and Peer Guides, along with some of their teachers Together with the University of Kent, we developed compared. Students were not allowed to see their were interviewed at least a year after the programme to measure long- new evaluation tools to measure these processes pre-programme answers when completing the post- term impact on students’ pro- social behaviour and their engagement in in the form of our Contact Star. These were programme evaluation. extra-curricular volunteering/ leadership roles. implemented in September 2015- July 2016. 26 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 27

© The Anne Frank Trust UK and University of Kent

Students’ pro-social tendencies were examined Young people responded on a scale of one to five through a survey into their reaction to bullying. (Not at all likely – very likely) to possible reactions that Young people were presented with a scenario in they would have to this incident. The reactions could which they were asked to imagine that they were be split into three categories: ignore the situation, a bystander/witness to a bullying incident. More intervene in a helpful manner (e.g. tell a teacher), or specifically, the bullying incident was one in which a intervene in a harmful manner (e.g. start a fight). teenager was being bullied because of their sexuality. 28 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 29

A shock at the extent of the Holocaust and increased KNOWLEDGE empathy for victims of all forms of prejudice

Both Peer Guides and Ambassadors benefited from an The areas that saw a particular increase in increase in knowledge relating to a wide range of topics, knowledge related to the Holocaust, Anne’s life It made me feel more and the Nazis’ persecution of different groups. with the most common of those listed below. grateful for what I had Some participants expressed their shock at the because she never got to extent of the horrors of the Holocaust, which Key trends in knowledge have her childhood, fall in they had not known about before, and many love, get married, have kids, empathised with Anne and other victims of A greater understanding of prejudice, discrimination and its dangers Nazi persecution which lead to a determination but I’m getting to have mine. An increased ability to identify prejudice and discrimination to prevent something like the Holocaust from I learnt not to take stuff for An increased knowledge of Anne’s life, the Holocaust and the Nazis’ persecution of different groups happening again. Some saw it as an opportunity granted. A shock at the extent of the Holocaust, which contributed to greater empathy towards victims of prejudice to reflect on their own lives and it therefore gave and fostered a determination to prevent something similar from happening again them a new appreciation of the freedoms and Anne Frank Ambassador from An increased interest in History and other academic subjects opportunities open to them. Castlemilk High School, Glasgow A greater appreciation for life

An increased understanding of prejudice, discrimination and its dangers For many students the programme also prompted an increased interest in History or other subjects To assess participants’ increased knowledge, we Those who achieved a low score (of five or below) on that they study at school. In follow-up interviews asked 1,877 Peer Guides the question ‘How much their pre-questionnaire showed a particular increase of students with Ambassadors and Peer Guides over a year do I know about what prejudice is?’ and ‘How much in knowledge about the harm prejudice causes. This 79% interviewed after the programme, 79% of students identified do I know about the harm prejudice can cause?’ group saw a 183% relative increase in knowledge identified an increased interest an increased interest in History and other subjects. both before and after the programme. They rated (from an average score of 3 to 8.5) about the harms in History and other subjects Many students were able to identify that the lessons themselves on a scale of one to ten (where one prejudice can cause, whilst the general group saw a of the programme went beyond its content and had indicates ‘Not at all’ and ten indicates ‘I have arrived’). 68% relative increase in knowledge (from 5.3 to 8.9). a holistic effect on their growth as a person and the broadening of their horizons. 88% of Peer Guides questioned said they better understood what prejudice is and 89% of them better recognised the dangers of prejudice after taking part in the programme You are not just learning about Anne’s life or her history. You are educating How much do I know about the harm prejudice can cause? yourself while becoming a better person, more

Average score before 3 Average score before 5.3 sociable and more confident in yourself. It’s Average score after 8.5 Average score after 8.9 not just about the history 5 10 5 10 0 of it, it’s the future and Table showing the average scores of the 945 Peer Guides who rated Table showing the average scores of all 1880 Peer Guides themselves as lower than 5 on their pre-questionnaire the history of Anne.

Anne Frank Ambassador from Most of the participants who were interviewed, both discrimination in their schools and communities and Enterprise Academy, Newcastle initially and then over a year after the programme, were more likely to act on witnessing it. were better able to identify prejudice and 30 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 31

Communication and teamwork SKILLS We asked 1,890 Peer Guides the questions ‘How However, for those participants who considered good am I at listening and talking to people?’, and themselves to be lacking in these skills (those ‘How easy do I find it to work in a team?’ before and who rated themselves five or under before the Ambassadors and Peer Guides gained a wide range of after the programme, rating themselves on a scale of programme) there was a higher relative increase one to ten (where one indicates ‘Not at all’ and ten in skills, with a higher percentage from this group skills during the course of the programme, some of which indicates ‘I have arrived’). saying that they made gains in these skills. they found easy to identify in themselves and some that 95% of Peer Guides questioned who thought they lacked listening and talking skills increased their were particularly noticed by their teachers. ability after the programme

of all Peer 93% of Guides surveyed who considered 59% Guides surveyed Key skills developed by Ambassadors and Case study themselves low on teamwork skills increased Peer Guides during the programme showed an increased ability their ability after the programme Peer Guide from the Wirral to listen and talk to others as Critical thinking well as work in a team Rosanna used to feel bullied because Listening and talking to others “no one would actually come over and talk to [her]”, but since doing the Teamwork programme she says that has changed and she now enjoys working with others. Key skills identified by teachers Leadership When talking about her future ambitions she said: “I want to be someone who Students at times found it difficult to identify all of able to observe the gains in skills that their students the skills they had gained, perhaps owing to the achieved. A lot of teachers observed a range of key Organisation works in like computer science, so that’s teamwork, and I wanna work in a team, fact that they were connected to strong emotions, skills important to young peoples’ future learning and such as fear. Their teachers, however, were better future employment. Communication because back in year 7 and 8 I didn’t like working in teams because I felt really lonely, but now I just want to work in Organisation and Independence Presentation and public speaking teams and have a lot of fun cooperating.” Many teachers observed that students took on group or would organise the tours. Some teachers also Independence and use of initiative organisational responsibility during the programme and observed that young people were able to critique their often ownership for it; they would take time to make own presentations and make improvements, taking sure the learning environment was tidy for the next responsibility for their own learning.

Key skills identified by students Critical thinking

Although Peer Guides were able to observe Presentation skills their increased ability to think critically – 72% of of teachers those asked ‘How able am I to think critically’ 96% questioned In interviews with Ambassadors and Peer Guides to how they felt about themselves emotionally, increased their scores after the programme – agreed or strongly agreed that (both immediately after and over a year on from particularly when overcoming public speaking fears. teachers were better able to identify this skill. the programme) most participants recognised that Peer Guides improved their In assessing long-term impact, 56 Ambassadors their presentation and communication skills had critical thinking skills as a result and Peer Guides were asked what the most improved during the programme. They talked about of taking part in the programme important skill they learnt from the programme was: enjoying teaching others and feeling better able to public speaking, confidence and communication express their opinions. This was strongly linked to skills accounted for 70% of all answers. their confidence levels and was therefore connected 32 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 33

Presentation and Peer Education CONFIDENCE Teachers were impressed that Peer Guides were able The peer guides learnt to overcome fears of presenting to their peer group to think quickly and to and to older students, something that they were not improvise and adapt In the 82 interviews conducted with Ambassadors after previously comfortable with. They commented on language according to Peer Guides’ increased confidence and fluency in the programme, all participants mentioned their increased presenting and responding to questions as well as their audience. some students’ ability to differentiate their material in self-confidence. Laurel Denman, teacher from relation to their audience. Framingham Earl High School, This was often mentioned unprompted, and at times repeatedly by individuals. It was supported by the fact that Norwich they showed a pleasure in being recognised for their achievements, a pride in overcoming a perceived inability to express themselves and a will to carry on despite draw-backs. Many expressed a pride in their role, and relished the opportunity to share Anne’s story and teach others.

Long-term legacy: Leadership skills and extra-curricular activities How confident do I feel? Teachers highlighted the leadership opportunities To assess participants’ confidence levels, we asked that the programme gave to students, particularly Case study 1,805 Guides the question ‘How confident do I feel?’ of Peer Guides those who might not normally benefit from such before and after the programme, where they rated 69% questioned said opportunities. Interviews with 59 Ambassadors Students from Chalk themselves on a scale of one to ten (where one and Peer Guides conducted over a year after Hills Academy, Luton they were more confident after indicates ‘Not at all’ and ten indicates ‘I have arrived’). the programme revealed its long-term impact on taking part in the programme students’ leadership skills and desire to take on Again, for those participants who considered themselves Three of the Anne Frank Ambassadors additional responsibilities or volunteering. Examples to be lacking in confidence (those who rated themselves of these include anti-bullying ambassadors, student from Chalk Hills Academy have five or under before the programme) there was a council representatives, planning Holocaust Memorial gone on to become ‘Anti Hate Crime higher relative increase in confidence, with a higher 397 Peer Guides rated themselves five or under Day events and fundraising. percentage from this group growing in confidence. Ambassadors’ for the Tokko Youth Space before the programme, with 92% reporting an Over a third of students questioned have taken since participating in the programme. increase in confidence after the programme. on student leadership or ambassador roles since One commented that he now feels he has the programme. become “educated on the idea of hate crime and what [it] can do to the person How confident do I feel? emotionally and mentally.” Before 3.9

After 7.62

0 2 4 6 8 10

Table showing the change in average scores of confidence for those who This group saw a relative increase of 95% in confidence, demonstrating that the 64% of participants questioned have taken part in volunteering or other considered themselves to be under confident before the programme participants that have lower self-confidence have the most to gain from our programme. extra-curricular activities since the programme

I think with my confidence issues, I’ve got this thing where I just freeze. I get, my hands sort of lock themselves in a position but with doing it more and more, I’ve learned how to control that and that’s good for myself.

Anne Frank Ambassador, Greenfield Community College, County Durham 34 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 35

Long-term Impact The confidence in the pupils who In the 59 interviews conducted with of those acted as guides has come on Ambassadors and Peer Guides over a year on 98% questioned from the programme, this increased confidence leaps and bounds. They have a remained, with many students citing it as the key a year or more after the sense of pride in their ability to change that they had observed in themselves programme thought their pass on their knowledge of Anne since participating in the programme. confidence had increased Frank and the Holocaust to other since participating in it pupils and have been volunteering to get involved in other projects within the school. Some of the guides have also joined the school’s anti-bullying programme Case study to promote the importance of Ambassador from Stockton treating others with respect and dignity and also to encourage others to speak out if they see Eloise gave a presentation to HRH Princess the confidence to put my hand up and people being treated badly. Royal, patron of Catch 22, in February 2015 answer questions in lessons. I realise I have on the impact that being an Ambassador a voice and it should be heard. I have also Nicola Morley, St Mungo’s Academy, Glasgow had on her. She described herself as sharing realised that being in secondary school some of the qualities Anne Frank has in the many children judge each other. From the diary before starting the programme; she clothes you wear to how you do your hair. was “scared, timid and shy” and she “didn’t I was so preoccupied on how I could fit have the confidence to show people who in that I began to lose sight of who I really Case study [she] really was”. However, since becoming was, but thanks to Anne’s tale the real me is Ambassador from Leeds and Ambassador she says: “I now have beginning to surface.”

Sarah used to be a shy student and her Since becoming an Ambassador, Sarah teacher, Richard, commented that “she has had the confidence to take part in two Teacher Reflections certainly wasn’t stepping up to kind of Speech Days at her school, speaking about leadership roles when she joined [the the importance of being yourself as well as Students’ own awareness of their increased of teachers programme]” but has “really benefited.” issues relating to racism and discrimination. confidence has been supported by the teachers 99% interviewed, most of whom agreed that the surveyed agreed or programme had a significant effect on students’ strongly agreed that Peer Guides confidence, particularly for those whose confidence are more confident as a result of was initially low. taking part in the programme Some teachers have observed that their students are using their confidence to tackle prejudice and discrimination in their school. 89% of teachers questioned said that they ‘agreed’ or ‘strongly agreed’ that Peer Guides were also more likely to challenge discriminatory behaviour, with 91% agreeing that they are more likely to report it. 36 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 37

Students’ attitudes towards four outlier groups Average scores of willingness to spend time who currently suffer prejudice in our society with all groups of people on the Star (Muslims, Jewish people, Gypsy Travellers and ATTITUDES gay people) were also considered. Willingness 5.3 5.2 to spend time with each of these groups 5.1 4.95 increased after participation, demonstrating To assess students’ attitudes towards groups of people 4.9 increased positivity. 4.7

who may be different from themselves, we asked 4.5 4.3 647 Peer Guides to say who they would like to spend 4.1 3.9

lunchtime with for a week, based on one aspect of their 3.7 identity using the Contact Star tool. 3.5 Before After

The star is on a scale of one to seven (where one particular group. Participants were asked to complete indicates ‘Not at all like to’, four indicates ‘Neither like the tool before and after the programme and were nor dislike’, and seven indicates ‘Very much like to’). not allowed to see their pre-programme answers On the reverse of the star, they were asked why they when completing the post-programme evaluation. Average scores of willingness to spend time awarded the highest and lowest numbers to each with someone who is ...

Overall attitudes: increased positivity and decreased negativity

Following the programme, participants expressed attitudes towards those who are different to an increased overall willingness to spend time with themselves (selecting a score of three or under on other people; this was unanimous across all the the contact star) before the programme, there was a different groups of people on the star. Amongst significant improvement in attitudes. those Peer Guides who expressed negative

“Attitudes were significantly more positive after participation amongst Peer Guides who held negative attitudes.” This group saw a 29.7% increase in overall willingness to spend time with all groups of people on the Contact Star.

University of Kent The programme was successful in improving attitudes towards people from many different social groups, including; Muslims, gay people, the homeless and the elderly. The programme heavily influenced a positive change in those young people who expressed more negativity before participating. Peer Guides were better able to apply their empathic feelings when faced with a bullying scenario, after participating compared with before.

University of Kent 38 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 39

Students’ responses to discrimination Case study Peer Guides’ responses to discrimination were sexuality. Guides responded on a scale of one to five Rotherham examined through their response to a bullying (Not at all likely – Very likely) to possible reactions situation task. Students were presented with a that they would have to this incident. The reactions scenario in which they were asked to imagine that were split into three categories: intervene in a helpful Caroline Brown, a teacher from St Pius X on the similarities between Anne’s story and they were a bystander/ witness to a bullying incident manner (e.g. tell a teacher), intervene in a harmful Catholic School in Rotherham discussed today: “I can imagine the people in Syria, where a teenager was being bullied because of their manner (e.g. start a fight), or ignore the situation. the effect that programme had on students’ I can imagine people hiding out there like outlooks on life. She commented that the Anne had to when there are like soldiers programme “made them more outward and the parents that are trying to keep Percentage of Peer Guides ‘Likely’ or ‘Very After participating in the looking” because “probably one of the the children safe and moving to Iraq and Likely’ to Ignore the Situation or Intervene programme students had an issues in this area, it is quite insular…so I increased desire to intervene in a things… Before the programme, I didn’t think it’s just broadened our horizons.” bullying incident, albeit not always really think about it but now knowing what it positively. 49.6% of students would is and what what’s going on, I definitely think intervene in a helpful manner. Following the programme one of the Ambassadors from this school commented about it more.” Students were significantly less likely to ignore the situation: only 6.1% of students would do so.

Widening of horizons

Interviews with Anne Frank Ambassadors revealed A change in attitude was also witnessed relating to: a range of increased positive attitudes amongst Greater open-mindedness and a widening of students towards others. There were individual cases social groups/friendships where students spoke about prejudices they may Embracing diversity have held, and about their readiness to speak to other Not judging others on their appearance groups of students they may not normally speak to, or An appreciation of different opinions about newfound empathy that they had for others.

These changes were also witnessed by teachers, Many of the students who completed the programme 89% of whom thought that Peer Guides were also displayed high aspirations for the future. In more respectful of different groups after interviews that looked at the long-term impact of the participating in the programme. programme on Ambassadors and Peer Guides, 94% of students talked about university or career goals that they had. 40 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 41

LESSONS LEARNT Top five lessons learnt FROM EVALUATING 1. Need for time and patience We have observed that evidence gathering takes time and is in a continual process of being reflected on and adapted. Our future programmes are integrating evaluation into their delivery from IMPACT the start, in order to make it more consistent, effective and proportionate. 2. Adapting evaluations

We are still developing ways to qualitatively show changes We have learnt the importance of using evidence to critique our practice and adapt our work accordingly. This has helped us in developing evidence frameworks for our new programmes in prejudicial attitudes. Although we have expanded our and has ensured that we are able to continually demonstrate that our programmes are having quantitative evidence base for this, it remains difficult their intended impact. for young people to admit to previously having a lack of 3. Evaluating long-term respect for others or holding prejudicial views. We have recognised that this is an area that we have until recently not been able to look at and therefore have started revisiting Peer Guides and Ambassadors to explore the long-term impact of Similarly, qualitative interviewing of long-term impact our programme. has revealed the difficulties in getting students to open up about their own experiences of prejudice and The rigour of our discrimination in a setting where there is not enough evaluations underpins 4. Analysis time to sufficiently develop a relationship of trust with the work and sharpens students. We are seeking therefore to find a more the focus on the We have become more aware of the time and skills needed to consider data in a sensitive and nuanced and creative approach to enable us to better educational impact. nuanced way. This has been coupled with learning how to identify what are gaps in the data and access this information. what is a result of the programme not meeting its intended impact. In order to increase our ability Impact evaluation has demonstrated to us our lack to do this, we have expanded our monitoring and evaluation team and will continue to work with Caroline Hoare of data on the longer term impact of the programme external organisations such as the University of Kent to ensure sufficient capacity and skills to Vice Chair of the Anne Frank Trust as well as the importance of legacy work with our achieve all of our strategic goals. beneficiaries. This has led us to revisit 59 of our previous Peer Guides and Ambassadors to evaluate 5. Sharing our findings the continued impact of the programme on their knowledge, skills, attitudes and confidence. We are more aware of the need to publish and share findings of the impact of our programmes We have also become increasingly interested in our to external audiences to raise the profile of our organisation. This is connected to our beneficiaries’ socially active tendencies following communications strategy which continues to develop methods of effectively using evidence of our programme and have been evaluating our our impact in our marketing. long-term impact against their propensity to take on extra-curricular activities and responsibilities beyond the programme. 42 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 43 CONCLUSION OUR STRATEGIC

The Anne Frank Trust’s work under Realising Ambition and the support it has received from the consortium have PLANS been fundamental to our development as an organisation The Anne Frank Trust has embarked on a new three year in the past five years. strategy. As a part of this we are diversifying our offer in

This period of time has seen great changes in the way led to us being able to communicate our mission and order to reach a greater range of beneficiaries that we we reflect on ourselves and our work, the way we think intended outcomes with greater clarity to funders and were not previously working with and address a wider about our beneficiaries, as well as the way we assess commissioners. This has led to us successfully securing our impact. We have progressed towards a position a wide range of grants in the last year, enabling us to range of issues that young people face. We have therefore where we more consciously consider our beneficiaries develop new programmes and expand our offer. As we in our work and assess our impact in relation to how we design and implement these, we are using the tools expanded our work to include: can continue to improve our service for them. and techniques provided to us by the consortium to continue creating programmes that we hope will build Our awareness of our organisation’s health has been A programme in alternative provision settings discrimination in their community and develop upon the success of our Anne Frank Schools and key to our successful growth and constant ambition skills to help with future education, training and Ambassadors programme. A programme in primary schools to keep reflecting on the lessons we have learnt employment through the Big Lottery Reaching during this time. Where we have been made aware We are ensuring that we take the key lessons learnt Switch Off Prejudice, a digital resilience programme Communities programme of the weaknesses in our organisational health, we from Realising Ambition about replication, our aimed at helping young people deal with hate Broadening our reach to more schools around have worked to improve on them; we have developed organisational health and impact evaluation into the speech online, funded by the Department for the country by developing an online platform for our business planning and placed emphasis on future with us. We hope to use these to aid us in helping Communities and Local Government considering the way we market ourselves and foster more young people recognise and understand the teachers and young people to access. We have our legacy. The process of replicating our Anne Frank damaging consequences of all forms of prejudice and Free to Be, a hate-related anti-bullying programme, been offered in-kind support from M&C Saatchi Schools and Ambassadors programme in new areas discrimination upon the individual and society. In doing funded by the Department for Education and adapted through the Home Office Building a Stronger has provided continual opportunity to reflect on these so, we seek to empower them to take action against from the ‘Free2Choose’ programme created by the Britain Together fund various lessons. prejudice and discrimination of all kinds. Anne Frank House, which uses films as a catalyst for To foster the legacy of our Ambassadors we have discussion of different issues Our increased professionalism as an organisation recruited a National Events Coordinator and will be and the development of our impact evaluation has Working with older young people (16-24 year holding a National Conference to bring together olds) to enable them to challenge prejudice and Ambassadors from different areas.

The Anne Frank Trust has truly been a friend to Realising Ambition. You never saw this as ‘just another funding programme’ but an Our overarching aim: to fulfil our vision through our mission and ultimately opportunity to really test the replication of your work and to embed be able to reach every young teenager in the country. In a three year the learning throughout your organisation. Your commitment to the period this involves working with 3,000 schools and 1 million students. young people you work with has been amazing and your commitment to being challenged, and to testing and to improving the work you deliver has been amazing too.

Shaun Whelan, Realising Ambition Programme Manager 44 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 45

Lawnswood School Community Arts School) THANK YOU Sedgefield Community College Leith Academy Settle College Liberton High School Smithycroft Secondary School Partner Schools Durham Community Business College Litherland High School South Shore Academy Education Diversity Allerton High School Maghull High School Ernulf Academy Alsop High School Marshland High School Sowerby Bridge High School Ferryhill Business and Enterprise College Archbishop Beck Catholic Sports College High School St Aidan’s Technology College (St Aidan’s Firrhill High School Church of England High School) Archbishop Blanch School Framingham Earl High School St Andrew’s RC Secondary School Armadale Academy Nene Park Academy Framwellgate School Durham St Bede’s and St Joseph’s Catholic College Neston High School Fyndoune Community College (campus 1) Batley Business and Enterprise College Netherton Library George Pindar School St Bede’s and St Joseph’s Catholic College Beckfoot Upper Heaton (Belle Vue Boys’ Newfield School (campus 2) School) Goole Academy North Huddersfield Trust School St Bede’s Catholic Comprehensive School North Shore Academy St Bernard’s High School Bradford Girls’ Grammar School Gracemount High School Northfield School and Sports College St Edmund Arrowsmith Catholic Centre Greenbank High School Broughton High School for Learning Northumberland Church of England Academy Greenfield Community College Broxburn Academy St John Bosco Arts College Notre Dame High School, Glasgow Burnside Business & Enterprise College St John Fisher Catholic High School Notre Dame High School, Norwich Calder High School St John’s RC High School Oakwood High School Hawarden High School Cardinal Newman Catholic School St Margaret Mary’s Secondary School Hillhead High School Castle Hall Academy St Mary’s Catholic Academy Portobello High School Hillpark Secondary School Castle View Enterprise Academy St Mary’s Catholic School Prince Henry’s Grammar School Holyrood Secondary School Castlemilk High School St Mary’s College High School Hyndland Secondary School Cedarbank Special School St Michael’s Church of England High School Rawmarsh Community School John Paul Academy Cleveden Secondary School St Mungo’s Academy Rodillian Academy Joseph Swan Academy Currie Community High School St Patrick’s Catholic College Rosshall Academy Ken Stimpson Community School David Young Community Academy St Robert of Newminster Catholic School and Royds Hall High School Dereham Neatherd High School King David High School Ryburn Valley High School Dixons City Academy King James’s School St Roch’s Secondary School Saint Pius X Catholic High School Drumchapel High School King’s Leadership Academy St Thomas of Aquin’s High School (Sandhill View Drummond Community High School Knightswood Secondary School 46 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 47

Greenfield Community College (Sunnydale Speakers Mark Heaton, Rotherham Metropolitan Campus) Borough Council The Chalk Hills Academy Musa Hassan Ali, Rwandan Genocide Shirin Abdulhusein, Rotherham Metropolitan Survivor Borough Council The Duchess’s Community High School Eva Clarke, Holocaust Survivor Val Pitcher, Rotherham Metropolitan Borough The Grange School Iby Knill, Holocaust Survivor Council The Halifax Academy Eva Schloss, MBE, Holocaust Survivor Nicola Strauther, Oakwood School The Hawthornes Free School Zigi Shipper, BEM, Holocaust Survivor Alina Khan, City of Bradford Metropolitan The King’s (The Cathedral) School District Council Trude Silman, Jewish Refugee Thomas Clarkson Academy Geraldine Cooper, City of Bradford Deanna Van der Velde, Second-generation Metropolitan District Council Thomas Hepburn Community Academy Holocaust Survivor Holocaust Survivors Friendship Association, Thornaby Academy Leeds Partners Jenny Scott, Sunderland City Council Upton Hall School The IARS International Institute Fiona Ranson, Stockton Borough Council Wath Comprehensive School Kiran Purewal, University of Kent Neil Stonehouse, Durham Constabulary West Calder High School Diana Dodd, City of Edinburgh Council James Griffiths, Director of Learning at The Westborough High School National Holocaust Centre and Museum Melanie Smith, Widening Participation, Wester Hailes Education Centre University of Edinburgh Sue Ward, Cambridgeshire General Adviser for Religious Education and SACRE Westhoughton High School Alison Logan, Glasgow City Council The Dean and Chapter, Peterborough and Sport College Al Blackshaw, Widening Participation, Cathedral University of Strathclyde Whitburn Academy Richard Edwards, Eastern Regional Secretary, Glasgow Centre for Inclusive Living Wickersley School and Sports College Public and Commercial Services Union (Wickersley School) Margaret Houston, Glasgow Life Tim Bishop, Chief Executive, The Forum Windlestone School Lord Provost Bob Duncan, Dundee City Norwich Council Norwich and District Trades Union Council Paul Clancy, Dundee City Council Wirral Grammar School for Girls Morag Mill, Dundee City Council School The Consortium Hossein Godazgar, Al-Maktoum College The Big Lottery Fund George Hotchkiss, West Lothian College The Young Foundation Julia Simpson, West Lothian College Catch 22 Jim Dunsmore, Fauldhouse Community Development Trust Dartington Social Research Unit Zaidah Ahmed, Rotherham Metropolitan Substance Borough Council 48 Realising Ambition Report The Anne Frank Trust UK The Anne Frank Trust UK Realising Ambition Report 49

Anne Frank Trust UK Team

Chief Executive Abby Box

Robert Posner Olivia Crocker Sylvia Crompton Honorary Life President Grace Dunne Eva Schloss MBE David Eaton Honorary Vice-President and Co-Founder Paula Fraser Gillian Walnes MBE Janey Harvey

Trustees Sarah Lawson Dominic Abrams Alison Longden Fiona Brydon Brina Marks Mark Choueke Marian McQueen Caroline Hoare Laura Moss Bernard Howard Grace Nelson Dame Helen Hyde Laura Queen Daniel Mendoza Alastair Ross Zak Mockton Val Ross Joanna Myerson Francesca de Sando

Frances White Dominic Sinclair Anna Wallace Programme Manager

Shona Gibbs Support Staff Past and Present Anna Hamre Programme Design and Origination Kane Moore Lucy Glennon Michele Murphy Delivery Staff Past and Present Rebecca Ohayon Muhammad Abdul Aleem Sara Pollins Katie Allan Jessica Preston Anya Bonner Marsha Selwyn Heather Boyce 50 Realising Ambition Report The Anne Frank Trust UK It’s also quite shocking to think that a group of people could be isolated as much as the Jews were but then it’s happening again in society now and people are segregated now. It makes me want to be a part in changing that. It makes me want to have a say in the world and put my point across which is that we are all equal ... the Anne Frank Trust is helping show people that certain things are not okay and you have to build up, you have to show tolerance, you have to treat everyone the same.

Ambassador from Wickersley School and Sports College, Rotherham

The Anne Frank Trust UK Star House 104-108 Grafton Road London NW5 4BA

Tel: 020 7284 5858 Fax: 020 7428 2601 email: [email protected] www.annefrank.org.uk

Company no. 2612141 Registered charity no. 1003279 Scottish Charity No. SC040488

Designed and produced by The Creative Clinic