ANNUAL REPORT 2017 – 2018

Community Education

Widening Participation

Front Cover:

London: This is Where I Live artwork by Single Homeless Project, exhibited in an art exchange organised by Café Art

ANNUAL REPORT 2017 - 2018

The Mary Ward Centre, 42 Queen Square, London WC1N 3AQ www.marywardcentre.ac.uk

CONTENTS

1. INTRODUCTION

2. PARTNERS

3. THE PROGRAMME

4. PARTNER EVALUATIONS & REPORTS

5. THE LEARNERS

6. LEARNER RECRUITMENT & RETENTION

7. LEARNER ACHIEVEMENT & PROGRESSION

8. LEARNER EVALUATIONS

9. IMPACT OF LEARNING IN THE COMMUNITY

10. CONCLUSIONS

APPENDICES

1. ASIA: CHILLIES AND CHRYSANTHEMUMS

2. DIGITAL INCLUSION

INTRODUCTION:

2017/18 was another very busy and interesting year, during which we ran 216 courses for 935 learners (2549 enrolments), working in partnership with 45 groups and organisations in Camden, Islington, Westminster, Tower Hamlets and Hackney. We were also delighted that, following an inspection by Ofsted in July 2018, community outreach retained its outstanding grade, which has been held since The year has been one inspired by a range of visual and performing arts with students being offered amazing opportunities to work towards large public events such as Bloomsbury Festival, Sing Out Store Street to a large scale community art installation at the British Museum called Asia: Chillies and Chrysantheums, and inspired by the re- opening, after major refurbishment, of China and South Asia (Room 33), The Sir Joseph Hotung Gallery. Credit to Single Homeless Project for their world tour of two art pieces “This is Where I Live” an exhibition organised by Café Art - an annual exchange of artwork created by marginalised and homeless people; and credit also to the Mary Ward Chorus community choir, for opening the annual Camden Adult and Community Learning celebration event at the British Museum, amongst many other performances throughout the year. Other showcasing included the work of our community choirs and dance groups. The choirs performed at a number of other events including St Anne’s Church in Soho, Breakfast Club in Canary Wharf, Drover’s Centre Age UK Islington, Camden Adult and Community Learning event at the Living Centre in St. Pancras. The dance groups also had many performing opportunities including taking part in a pantomime “Where’s Santa?” in partnership with Third Age Project and Workers’ Educational Association at New Diorama Theatre, Mini Mela at Triton Square and Somerstown Community Sports Centre Showcase event in partnership with Camden Council. The Community Outreach Team took an active part in a number of public events such as the Camden Adult and Community Health and Wellbeing day, Queen Square Fair and the EqualiTeas event at Holborn Library, which has been developed by the UK Parliament as part of its Education and Engagement Service. It is at such events where we network, showcase, deliver workshops and provide programme information, that we can celebrate what we do, whilst sourcing new partnerships and gather new ideas. Also this year, we were invited to take part in the first ever Camden Market Pancake Race. The Community Outreach Team and the Head of Adult and Community Education teamed up to help raise funds for the Mayor of Camden’s chosen charity C4WS – supporting homeless people. We encourage the development of “enrichment” experiences within the Outreach Programme and several groups had opportunities to enhance their learning experiences by visiting places of interest, such as Canaletto & the Art of Venice, at The Queen's Gallery, Buckingham Palace. The Ageing Better Camden programme began in July 2015, and we have now completed 3 years of successful delivery meeting all its targets, whilst increasing the number of older people we work with in community outreach. The success of the programme is very much down to the versatility of the tutors and the innovative work of the project workerS to reach some of the most isolated communities.

1

PARTNERS:

Over 2017/18 we ran courses and workshops in direct partnership with 45 local groups and organisations. We have partnerships with community centres, drop-in and day care centres, hostels, health projects, housing associations and supported housing projects, advice and resource centres, museums and galleries. Our programme continues to include new and growing work. We have continued to work closely with organisations that support trafficked women, homeless communities and people with early dementia and complex health needs. Our work with people over 60 remains predominant which is, in part, attributed to the Ageing Better Camden project. In addition more than half the partners we work with particularly in the London Borough of Camden, work with older communities.

2017/18 2016/17 2015/16

Partners 45 44 42

Courses (and tasters) 216 216 218

We have introduced several new partners to the Outreach Programme including LGBT Connect, Opening Doors London, Abbey Centre in Westminster, Carer’s Network, Drovers Centre/Islington Age UK, Kingsgate Resource Centre, Kentish Town City Farm, Belsize Library and Swiss Cottage Community Centre.

In addition to working with new and existing partners, the Outreach Team spends time following up links and possible partnerships with other groups and organisations with whom we could potentially work to widen participation in adult education. This is an on- going priority whilst we source new learners to engage in the Digital Inclusion project for Ageing Better Camden. We are mindful how much we are working with older communities in Camden and have been exploring new partnerships with organisations who work with other groups in an attempt to balance learning opportunities.

Once again, our partnerships have been highly successful and mutually beneficial, through effective working relationships, good communication and the maintenance of regular consultation. With some partnerships we have had deep rooted relations of over 10 years and, as a result, the understanding of each other’s organisation is truly cemented. With other partnerships which are relatively new, such as Drovers Centre and Swiss Cottage Community Centre, we are excited about the prospect of future planning together and responding to the needs of the community.

Over half our partner organisations work with older communities and apart from Mildmays they are all based in Camden. This reflects a comment from one older student, when given information about what she could do after her course who said, “There is so much going on in Camden I don’t know what to choose”.

The work with older communities now makes up 70% of our learners. This is mainly a result of the contract we have with Ageing Better Camden delivering Digital Inclusion. However, it may also be because there is currently more funding available to support activities and projects working with older people. For example, in Camden there are volunteering and Time Banking programmes for older people, age activity programmes, befriending schemes amongst other activities, courses and workshops, social activities and other community provision such as intergenerational activities. We cannot ignore that people are also living longer, thinking more about their health and wanting to get fitter, or are considering their mental health and see some of our classes 2 as brain gyms. Our partnerships with these groups are constantly improving and developing as we increase our knowledge and understanding of vulnerable communities. It is true to say that we are working with organisations that have a growing number of very elderly and frail clients such as at Millman Street, Wellesley Road care home, Mildmays and St Pancras Community Association.

At Millman Street Resource Centre we continue to deliver a weekly singing class where members who have multiple needs, including dementia and physical disabilities have the opportunity to sing, tap, beat and move to songs and music. The course is designed to take into account severe memory loss and profound physical needs by offering repetition, familiar tunes and a safe space to be yourself. What makes this class particularly special is that there are also older participants without the complex needs had by some, who offer their experience, support and commitment to the class. And for them there is an opportunity to learn harmonies and more complex songs. The teacher is very skilful in making this class inclusive, fun and allowing everyone to feel they have an important role to play.

West Euston Time Bank at the Canaletto & the Art of Venice exhibition

Our partners love the fact that working with Mary Ward Centre offers many other opportunities to their members, e.g. we introduced Third Age Project and West Euston Time Bank to the Royal Collection Trust, Queen’s Gallery to engage in an experience on the Canaletto & the Art of Venice exhibition. Third Age and West Euston Time Bank members were guided around the world's finest group of paintings, drawings and prints by Venice's most famous view-painter Canaletto and then had a unique opportunity to take part in a landscape inspired session for participants to create their own artwork. Since this initial introduction other new opportunities and connections have opened up for Third Age Project and West Euston Time Bank, e.g. with the Royal Parks and also a further new group within the Royal Collection.

3

“Just to say on behalf of all those people who went along today what an inspiring and wonderful day they had! The trip went really well and everyone had a great time. They've said it was different and have never experienced anything like it before. It was a wonderful experience and it brought out the artists in each one of them. They've all done some wonderful drawings which everyone took home- in a Buckingham Palace bag! That was the highlight of their day”

Partner, West Euston Time Bank

We continue to work with many organisations and groups to support the specific needs of their members and clients, e.g. for a group of Latin American elders we run a chair based exercise class which is taught in Spanish. Similarly we run exercise classes taught in Bengali for Bengali elders at Chadswell. These classes have become much more accessible for learners who have little or low level English speaking skills.

There is clear recognition of the value that learning adds to the opportunities our partners could offer and of the benefit that participants gain. It is also important that, in what are financially lean times for many of our partners, these courses have been funded and there is no direct monetary cost to students.

We continue to maintain that the key to successful outreach is in providing the best possible learning experiences. This means looking at diverse kinds of learning and different learning styles and then making arrangements to meet the needs of previously excluded groups in their own environment. We continue to provide a bespoke service tailored to the needs of each group, e.g. we have trialled offering iPad taster sessions in pubs to reach older men; we offer very short and flexible courses for groups who are unable to commit to anything beyond a few weeks such as Bethany House and Women at the Well; we offer short lessons for groups who struggle to focus and concentrate such as Millman Street and Mildmays; we provide short courses in modules but with a longer lesson for groups who struggle to commit but come from across London to their class, such as at Crisis and Single Homeless Project; we provide half termly courses and termly courses for parents in schools where it fits in with the school term and dropping off children; and in some cases we have been able to provide one-off tasters to introduce the idea of learning before delivering a longer course, such as with the delivery of courses for Mind in Camden

Partnership Case Study: Ageing Better Camden

Ageing Better Camden draws on existing skills and resources in the local community to tackle social isolation and loneliness. Ageing Better Camden is one of the 14 Big Lottery Fund Ageing Better programmes, working across England. Our Ageing Better Digital Inclusion project has been running for 3 years and aims to reduce isolation, facilitate friendships, build confidence and help older people become more involved in their local community. Initially, the project aimed to promote digital inclusion by integrating digital learning into existing activities. However, the project found that older people preferred to take part in dedicated classes in which tutors provide training and support to use technology they own (such as tablets and mobile phones), but lack the skills and confidence to use. We have also run courses in local history, digital photography, karaoke singing using an app, and setting up a Blog.

4

The Digital Inclusion programme has worked with 417 learners since it started in July 2015, which is 16% over our target. The motivation for most people to join the digital inclusion programme, which has involved delivering courses in using and learning about iPads, has been to learn more about using technology in general, to go to a class and meet new people rather than stay at home alone, or a desire to learn some new skills.

Street Photography using iPads, with students from Dragon Hall

Traverse, the local evaluators for the Ageing Better Camden, have obtained feedback through focus group meetings to inform us of the impact of the iPad classes. Participants have said they enjoyed learning new things such as printing and sending photos or learning how to shop online. The classes have helped to improve mental well-being and many participants referred to how the sessions made them feel happier. The sessions have given people an opportunity to connect with other older people and make new friends. In turn learning something new and learning with other people has helped to increase self confidence in a very social way.

“When the lesson is over we sit and chat amongst ourselves about what we’ve learnt and have a laugh. It makes you feel comfortable with each other and because we’ve got on so well it is good to find friends that way.”

“It’s quite social. It’s very nice to meet up with people on this occasion. I’ve met people at these events that I didn’t know lived in the next street to me or something like that. It gives a nice feeling. I think it de-isolates us in a way. Because we all live in these big anonymous places now.”

Quotes from digital inclusion students taking part in iPad classes

5

Partnership Case Study: British Museum

We have had a long standing relationship with the British Museum which goes from strength to strength.

Community classes at the British Museum – Community Outreach continues to work with the Community Partnerships Team at the British Museum, where we deliver art classes to attract new communities to the Museum whilst giving people a learning experience they would not have anywhere else. With the support from the Community Partnership’s outreach worker the class is culturally diverse, intergenerational and has attracted both men and women. It is a class that has some return learners mixed with a filter of regular new participants who come and go. The group has a wide range of abilities and what makes it so successful is the support that people give to one another and as a result a social network has developed between them. During 2017/18 we have been extremely lucky to have had access to the Clore Studio to run a weekly community arts programme in response to exhibits and collections in the Museum, together with the support of a member from the Community Partnerships team offering their knowledge and experience.

Asia Art Project at Camden Chinese Community Centre

Temporary Exhibitions inspired cultural arts - Over the years we have been invited by the British Museum on many occasions to work with them on creating community installations inspired by one of their temporary exhibitions. This is always an event of high profile for all the community groups and organisations who get involved.

One of the key successes of our multi-partner projects with the British Museum is how it brings together so many people from different communities. Many of the people involved face significant barriers to learning. They included homeless communities, lone parents, people with mental ill health and other complex health needs and learning difficulties. These are people who would not usually have the opportunity to engage in arts, let alone exhibit at the British Museum. 6

“Every class is a learning curve and I learn a great deal; it has made a positive difference to my mental health to be doing a focused activity in a cheerful group of women.” - Quote from a student at Fitzrovia Neighbourhood Association

Everybody involved – partners and learners – take on the challenge in trepidation but with enthusiasm, gusto and often sheer excitement. And, of course, we could not do these projects without the invitation to work with the Community Partnerships team at the British Museum in the first place. When it comes to the installation, they provide volunteers, transport to take the work to and from the Museum, staff support and they make all the necessary arrangements in advance. Having our exhibitions up in the Great Court requires careful negotiation, good communication and a lot of complex agreements and arrangements which usually takes about three months of planning. Ultimately, this is an example of a highly complex but successful collaboration with many different organisations, at one time, but not least with the support of the Community Partnerships team at the Museum.

This year we were invited to take inspiration from the reopening of the Sir Joseph Hotung Gallery of China and South Asia (Room 33), and work with community groups from Camden, Islington and Hackney to respond and create an art installation. The community groups gathered their inspiration from domestic stories and experiences of the people of South Asia and China and named their project "Asia: Chillies and Chrysanthemums" which was exhibited in the Great Court during the autumn 2017.

THE PROGRAMME:

Over 2017/18 we provided a varied and flexible programme of 216 courses and tasters in response to the needs and diversity of the many different communities we work with. Courses are co-designed to suit specific learner groups, e.g. a craft course at Women at the Well, where women have multiple and complex needs, is kept short with weekly outcomes to make and take away a different craft piece. A weekly Zumba class at Somerstown Community Association, is held early evenings to enable Bengali women to attend, as they can leave their children with their husbands after work.

We have completed 3 years with Ageing Better Camden, funded by the Big Lottery, to deliver a digital inclusion project for older people who may be at risk of isolation. The project, which has taken a “test and learn” approach, has been highly successful in terms of us reaching our targets and milestones, whilst producing significant change stories and providing opportunities for volunteering. In addition we have made some positive new partnerships, and worked with more diverse communities.

Using iPads has enriched learning with groups of students and has helped people to make new friends in a very social way such as singing together using a karaoke app; or keep in touch with friends and families, e.g. setting up email accounts or learning about Facetime. It has enabled tutors to provide a visual step-by-step instruction for some activities which has been particularly useful for those with language barriers and different learning styles. Students have used iPads in so many different ways - to take photographs and inform learning within the classroom, for research, to develop art ideas, for singing, to make small films, to look at local history and much more.

7

Laughter learning how to use an iPad taster event with Origin Housing

Dance and singing have become two very popular and well attended classes across the outreach programme and both are continuing to grow as they are introduced to new community partners. We have run 51 dance classes from a variety of genres and their success come from a strong “following” of the tutors. Participants come from across London to attend line dance, ballroom, Bollywood, country dance or a combination of these.

The 22 singing classes we have run are also very popular and have resulted in communities coming together as choirs to perform in celebratory settings. These classes are proving to be very successful in how they bring people together, no matter what their background or connections, e.g. our LGBT choir was established this year and, after one term, they were introduced to their first public performances at St Anne’s Church, Soho and at The Breakfast Club, Canary Wharf; a choir group at Abbey Community Centre have wide ranging needs, including dementia, mental health difficulties, autism spectrum disorder and, in common, is that they all have a love of singing. Equally, participants from Castlehaven Age Activity, Origin Housing and Millman Street Resource Centre, also with varying different needs, practise a common repertoire and come together once a year to perform at the annual Queen Square Fair. These courses are momentous for some as they make a lengthy journey each week to take a class which will improve their health and wellbeing. For others it is a lifeline against social isolation as their confidence grows and they make new friends.

8

Country Dancing at Diorama Studios with Third Age Project

Health and wellbeing is at the forefront of priorities for many of our partners. As a result we have seen a shift in courses moving towards more fitness with 37% of our courses now being dance and exercise related. These courses are well attended and demand supersedes our availability of tutors. However we offer a range of exercise classes including yoga, Zumba, chair based exercise, and exercise incorporating dance moves. Some of the classes are taught in other languages, e.g. an exercise at Chadswell Healthy Living Centre is in Bengali and English so that the Bengali elders can follow. Another class with a predominantly Latin American Community is taught in Spanish which also attracts other learners who want to improve their Spanish understanding.

Arts & Crafts 24.5% Dancing 24% Ageing Better Digital Inclusion / iPads 14% Exercise, yoga, Zumba 13% Singing 10% Aromatherapy, massage, herbal remedies 5.5% IT 5% Drama 3% Language for Health 1%

Overall we continue to offer a diverse curriculum of activities and courses to suit a broad spectrum of community groups and organisations. The partnership with Ageing Better Camden has given us the opportunity to offer a large range of iPad and tablet classes to our older Camden community at different venues across the borough. The types of provision included iPad Academies where people tried out using an iPad with a view to getting one for themselves; short courses introducing people to the different functions such as taking photos, shooting video, playing music, downloading apps or social networking; short courses where the iPad is used as a tool to support other learning such as arts and crafts, e.g. to research information; and some groups have used the iPad in a more therapeutic way to play games, read a newspaper or find out the news in their countries of origin.

9

Arts and crafts continues to be popular and the topics within this curriculum area appeal to the majority of the groups and organisations we work with.

The programme continues to be designed in response to:  Demand in the community  Student evaluations from previous courses  Identification of learner-need by a partner  A proposal from the community education outreach team  Identification through local needs based audits  Requests through museums and galleries

The community classes help people to make choices, learn new skills in different subjects that they may not have considered before, or cultivate specialist interests. These classes also help develop people’s confidence or language skills. These soft outcomes are often quite subtle but become the very tools to support or advance students’ learning. Learners have reported that: “It is good to meet people and share skills;” “I have been learning by having fun;” “I feel happy and relaxed;” “I have a better memory.” These are a mere handful of outcomes that emerge over and over again from attendees whether in day care centres, community projects, hostels, or parents groups in schools.

Programme Case Study: Single Homeless Project: This is Where I Live

During spring 2018 we worked with Single Homeless Project in response to an invitation to submit some work to Café Art, a charity promoting the art of homeless people. This is where I live project began in 2013 between London and New York, and has added a new partner every year to now include Auckland, Mumbai, Melbourne and Berlin. It is an annual exchange of artwork created by marginalised and homeless people from these major cities.

“This is Where I Live” at Single Homeless Project

10

Taking inspiration from urban prints made for the London Pop exhibition in 2017, the tutor worked with a group of students at the Ivories studio in Islington, experimenting with texture and pattern to create 2 pieces of art using printmaking and collage techniques. The stunning result was an eerie depiction of London’s skyline. It does not focus on the typical iconic landmarks with which we would usually associate London, but rather the building sites, cranes and changing environment. The tutor used the subject to discuss with the students issues around the housing crisis, homelessness, and London’s changing identity and communities. The tutor notes how the art piece “has a slightly dusty atmosphere, commenting on the pollution levels in all cities worldwide and how this needs to be tackled to help protect the health of future generations.”

With homelessness being an international issue, the project aims to draw focus on this issue in a creative way. It also gives the artists a chance to express themselves, grow their skills and confidence through art as well as showcase their talents and stories.

The success of the work of the students from Single Homeless Project was not only in it going on a worldwide tour but also that one of the pieces was used to promote and publicise the work in Berlin.

Exhibitions, events and performances in the community:

Dance and visual art continues to provide support to so many of the groups with whom we work. It presents learning activities suitable for all. It is a “friendly” way back into education and provides something that anyone can try out, giving the feeling of achievement and success, regardless of language, health, ability, confidence or other conditions which might be a barrier to learning.

Being a part of something very public has been a wonderful way for people to increase their self-esteem, whilst celebrating or sharing their achievements with other communities in the form of events, exhibitions or performances.

 September 2017: Islington Bangladesh Association community art exhibition at Hugh Cubitt Centre in Islington.

 October 2017: Fun Palace, Triton Square – performance from Third Age project Line dance group.

 October 2017: Diorama Art Studios – Portrait project “All of Us” by Single Homeless Project – part of One Festival of Homeless Arts.

 October 2017: Bloomsbury Festival at Coram’s Fields with the Mary Ward Chorus community choir singing “We are Here”

 October 2017: Bloomsbury Festival with the Mary Ward Chorus community choir “Sing Out Store Street”

 November 2017: Exhibition of Asia: Chillies and Chrysanthemums, which was a collaboration of work from 12 community groups in Camden, Islington and Hackney and exhibited in the Great Court of the British Museum. It coincided with the re-opening, after major refurbishment, of China and South Asia (Room 33), The Sir Joseph Hotung Gallery  December 2017: The Christmas Pantomime with a dance performance from the Third Age Line dance group

11

 December 2017: LGBT Connect and Opening Doors London choir performance at St Anne’s Church, Soho.

 December 2017: LGBT Connect and Opening Doors London performance at the Breakfast Club, Canary Wharf.

 March 2018: International Women’s Day event at Bethany House with guest speaker Jenette Arnold OBE of the London Assembly.

 March 2018: Camden ACL Health and Wellbeing event at St Pancras Living Centre, performance from the Mary Ward Chorus.

 May to 0ctober 2018: This is where I Live By Single Homeless Project, an art exchange exhibition in London, New York, Auckland, Mumbai, Melbourne and Berlin; organised by Café Art

 May 2018: Wellesley Road Care Home, performance from the Mary Ward Chorus.

 June 2018: Drovers Centre Carer’s Week, performance from Origin Housing and Castlehaven community choirs as the Mary Ward Chorus.

 June 2018: New Diorama Theatre and Third Age Project, show of The World Upside Down as part of London creativity and well-being week with performance from the Third Age dance group

 June 2018: Camden Local Studies & Archives, Holborn Library Equaliteas event and exhibition: A Stone’s Throw from Westminster: Suffragettes and Other Feminists in Camden. Invitation and contribution to the exhibition from Fitzrovia Neighbourhood Association.

 July 2018: Queen Square Fair – a day of visual and performing arts with “Community Arts” students taking a major role in the marketing of the event and providing a range of arts and crafts activities. Performances from Castlehaven, Origin Housing, Abbey Community Centre and Millman Street community choirs; performances from Third Age Line Dancers; Performances from the Mary Ward Centre Improvers ukulele group.

 July 2018: Camden Adult and Community Learning celebration at the British Museum performance from Origin Housing and Castlehaven community choirs as the Mary Ward Chorus

 July 2018: North London Cares photography exhibition in Camden 

“I just wanted to say once again how delightful it was to work with the Mary Ward Chorus members on Bloomsbury Songs and Sing Out Store Street for this year's Bloomsbury Festival. Our heartfelt thanks go out to you and the Choir teacher for making that possible, and our applause and gratitude to all the singers themselves for their amazing energy and commitment.” Emma Bernard - Music Director

12

PARTNERWest EVALUATIONS Euston Time Bank AND dance REPORTS group perform at Triton Square

The Community Education Outreach team maintains regular contact with partners. It also reports through an annual evaluation where all courses and our delivery can be reviewed and discussed with partners. This is a more formal opportunity for them to help us celebrate successes and look at where we could do things differently. It is also an opportunity to track learner progression and make recommendations for any changes. These meetings, combined with the invaluable input of the tutors’ reports, help us build a picture of learning in the community and regularly evaluate their progress or development.

Over 2017/18 most partners have continued to support the notion of the short course and clearly see the benefits of a shorter, more achievable course for the learner. Some partners, who find it particularly hard to engage their learners, have whole heartedly welcomed us providing one-off taster sessions as a new opportunity for their groups. On the flip side of the coin are the partners who have found it more beneficial for their learners to have term long courses. This is particularly the case with the exercise, dance, community choirs and singing courses. It is a positive outcome that partners see a benefit in running longer courses. However, a drawback to this means that retention is affected when just one person in a small class of eight students drops out of a course. Partners have articulated how positive it has been to have a choice and to be able to work with us to devise courses flexibly. We have worked hard to tailor our courses to the learner, and partners have recognised this. They have commented on the benefits this has had, e.g.to make adult classes run successfully at the primary schools it has been essential to set objectives to an appropriate level for the student whilst planning a suitable time in the day to run a course so that it does not clash with school pick-up times or providing interpreters where needed. As a result, attendance has become stronger and some students have had the desire to further their learning experiences. Evidence of this is clearly demonstrated when we track learner progression.

13

Fun Palaces

In October 2017 our Line Dance group from Third Age Project, gave a performance and workshop at New Diorama’s Fun Palace. Fun Palaces is a movement campaigning for culture by, for and with all – with a firm belief that community belongs at the core of all cultures. Fun Palaces are made by local people for their own communities, bringing together arts and science, crafts, tech and digital, free and fun, linked by the Fun Palace network – Everyone an Artist, Everyone a Scientist

By evaluating the courses with our partners we can make informed assessment of what is going well or what needs improving. It also helps us to identify learner needs in the neighbourhood and subsequently plan our curriculum accordingly. In addition, meeting regularly with our partners helps us to identify changing patterns and priorities in community education and outreach in Camden and the surrounding boroughs.

The overarching message is that we will work with our partners in the most flexible and creative way possible in order to meet the needs of the learners.

“Coming to the crafts classes has been inspirational and the teacher is fantastic, creative and interesting. The people in the group create a lovely community that help each other and friendship grows which helps with everyone’s well-being.” Quote from a student at West Euston Time Bank

Crafts at West Third Age Project

14

Examples of Partner Feedback from Annual Reviews:

Garden School: The courses have given rise to varying levels of increased confidence because having adult only courses for parents in school provides an opportunity and a safe place to try out new opportunities rather than feeling exposed in a more formal environment. Because the parents are unable to sustain going to more formal learning this is an ideal stepping stone to take their learning further if desired. In the context of the complexities in their lives, their outstanding attendance is to their credit and the credit of the teacher, making the courses quite special. The parents in the school face many challenges in raising their children, but these courses allow them an opportunity to do something for themselves in a safe and quiet space where they can focus. It is a place to remove themselves from their problems and difficulties; a place to make friendships with people who have similar issues.

Case story: One participant, a victim of domestic violence, had been living in one room with her child until she was moved into temporary housing in the borough. She joined in the craft classes, building on her skills and her confidence whilst making new connections. This year she started a fashion course in a more formal learning environment and as a result she has been accepted to take her studies further and do a fashion degree.

Third Age Project: The courses have helped members become more outward looking in terms of their involvement. The country dance class has embraced their social responsibilities and have started to run intergenerational dance classes during the holidays, when the Mary Ward Centre classes take a break. The Chinese community have become very proactive organising and raising funds for their Chinese New Year event. They have also helped to raise funds towards a new cooker for the new building when it opens. One of the group has become a very active volunteer within Third Age Project and has undertaken training to become an assistant walk leader; she also provides English to other buddies.

Case story: One student in the freestyle dance class took his bronze dance award. He shared this detail with his grandson, who was also taking a test that same day but felt very nervous and anxious, how they could do their exam together and celebrate together at the end. His grandson couldn’t believe his grandfather was also taking an exam but it was a charming situation of mutual support.

Mildmays: Having the same tutor consistently, has helped to nurture the residents. The art courses provide a purpose to bring people together especially when there are outcomes in seeing their work at the British Museum, which brings an enormous sense of pride. However there is also a huge social element which they might not otherwise have. It is an opportunity for people to do things for themselves whilst having some banter, listening to 15 music and having some refreshments. There are even indirect health benefits to the residents, e.g. just walking to the event provides some exercise.

The partnership with the Mary Ward Centre helps to secure Mildmays’ procurement process and introducing the skills of external organisations helps to maintain a healthy environment by adding quality and delivering professional activities. The courses encourage diversity and cultural appreciation whilst opening awareness and creating healthy minds.

Millman Street Community Centre: The classes have really helped in making people less isolated. They have helped people develop their confidence, self-esteem and improved communication between small groups of members. People enjoy the classes in different ways but one thing most have in common is that they live on their own and have no families. Without these courses and activities being provided, at no cost, the members would be sitting at home isolated and with no opportunity to meet others or have a social life.

The relationship with the Mary Ward Centre benefits Millman Street Centre, in the way we provide a wide variety of different courses which offers members more choice to take part in an activity that they will enjoy. The organisation is part of a very local voluntary sector organisation, which simply wouldn’t be able to afford to provide such courses without the support of the Mary Ward Centre.

Rosebush Court: The courses bring people together and gives them something to talk about and share conversation. It is the tenants who find activities like crafts particularly difficult and challenging, who are the most isolated and the ones who need most support. But they like the fact there is a final outcome…a finished piece of work. People’s personalities are more likely to come out when they are painting and experimenting with mediums, because they interpret stories through their work. Activities like dance, really brings the Rosebush alive as it brings people together. There is a real sense of loneliness when the dance classes aren’t happening. The teacher has a very good way with the tenants, no matter what their ability and helps them to feel fully engaged.

Abbey Community Centre The courses have really helped Abbey Community Centre so much. They are classes with high quality tutors teaching interesting classes for free each term – it means people come to the Centre who wouldn’t have the opportunity to get out of the house, exercise and learn. People join classes and improvement in their health encourages them to volunteer. In terms of the community as a whole, the input from the Mary Ward Centre provides opportunities that people wouldn’t get, e.g. because of cost (plus a friendly atmosphere). The high quality teaching provision in turn means Abbey Community Centre can be seen to deliver a high quality service to its members and local community. People can try out new things without travelling and at little or no cost. “It is invaluable and we wouldn’t be able to run without these courses”. iPad courses engage different people, particularly men, who wouldn’t usually come to the Centre or take part in activities. It resulted in “harder to reach” community participation.

16

Case story:

Sam joined IT at Abbey Community Centre and through this he found out about digital photography. He joined the sessions and loved the class. As a result he started visiting the Centre more and becoming more known to staff and members. He had been out of work and looking for a job when staff mentioned there was a position going for a caretaker role. Sam applied and got the job – it turns out he had previously had a job as a caretaker. He has become a very involved member of staff and very supportive of the community members. He has also since bought a tablet for himself.

Opening Doors London: The Singing for Fun course has increased the confidence and enhanced the self-esteem of our Opening Doors members. It has encouraged them to be more sociable and interact more. It has also given them a sense of worth, having a regular and structured session gives members a good reason to get out of the house and gives them something to plan for. The structure works well for reducing isolation and loneliness.

Despite never having sung together before, the group has quickly learnt to listen to one another, mastering harmonies and developing a repertoire for performances at the college and at the Opening Doors London Christmas party and carol concert. They have formed a friendship group that encourages and supports each other.

The choir sessions have increased the opportunities for all parts of the LGBT+ community to get together and work towards a common goal. As a group of people, and some with low self-esteem and depression, the teacher is able to make people feel individually cherished, whilst caring for them collectively, making the sessions feel very inclusive.

Case Story:

One member was tentative about coming along to the course and almost didn’t come as he was nervous and lacked confidence. He has become a committed member of the group, attending almost every session this year, performing solos and duets and leading the group at the Christmas performance. Performing in the groups has helped him to feel valued and increased his feelings of worth. He has also taken on an unofficial volunteering role, contacting members who haven’t been for a while to make sure they are okay.

The group as a whole have had an improved feeling of wellbeing. They have enjoyed being part of something good and have developed a strong sense of achievement.

Islington Bangladesh Association: The women at the Centre no longer need reminding to come to classes; they have found the courses so inspiring that they look forward to reminding each other to attend each week. The practical nature means everyone can follow the tasks and take part which makes them very inclusive. Learning to follow classroom etiquette has instilled as sense of routine in the members, so much so, that a resulting increase in confidence has led several members to take up other classes such as exercise and Arabic. The general take 17 up of sessions has increased across the programme, which has had a positive social impact where people have made new friendships.

Case Story:

We had highly successful outcomes from a course where people learnt new skills to make coil pots. One particular student has enjoyed these new found skills so much that she started making pots to sell for charity. Since then she has been asked to make pots to order. Other women have followed up the web links on where to purchase materials and have started making their own pots at home. Making the coil pots has generally boosted people’s confidence and morale and given a focal point for reminiscence and discussion. For example, these kinds of pots were used in the past and were made using bamboo leaves to make containers for measuring rice.

What was good about the programme:

A springboard to engage our partners with other organisations: There have been many settings where partners feel there is an opportunity to engage with other groups and organisations and work together, e.g. with the cultural arts opportunities which take place with the British Museum; or introducing West Euston Time Bank to the Royal Collections who in turn introduced them to the Royal Parks programme; and taking groups to perform in other organisations where they can network and build new relations.

Promoting integration between communities and bringing people together: Partners feel the courses have allowed an opportunity to encourage integration of cultures between different communities, so building bridges and opening up people’s experiences of meeting others whom they might not have considered. This is demonstrated with a community yoga class which originally opened its doors through Holborn Asian Women’s Association to offer Asian women a safe space to exercise. It now successfully attracts women of all ages, backgrounds and cultures.

We work with our partners to try to fill the gaps particularly if there is a particular group they are wishing to target, e.g. Origin Housing had a desire to encourage more men to its activities and introducing iPad classes has done just this.

Although male participation is low in community outreach, in some classes such as singing and choirs, it has attracted more male learners, e.g. with LGBT Connect, Abbey Community Centre, Mildmays Sheltered Housing and at Millman Street Resource Centre.

Opportunities to perform or exhibit work in the public eye: Working with prestigious museums and producing high quality exhibitions is very inspiring for the students. Supporting community art and promoting it in public open spaces has really helped to raise the self esteem of the learners. Whether it is work exhibited at the British Museum or performed at Bloomsbury Festival, Queen Square Fair or Camden Adult and Community Learning events, it has given people a sense of worth and pride in their learning. It is also an opportunity to share their experiences with friends and family and to the wider audiences.

18

Quality of Teaching: Partners consider the quality of teaching to be very high, giving positive outcomes to the learners, e.g. at Bethany House working with a particularly vulnerable group of women with very chaotic lives, the teachers are great at working with mixed abilities. They are engaging in a fun, inspiring way and also regularly let the students know what they can do at the Mary Ward Centre, how to enrol and give information about the student bursary. They are also very good at informing people about what else they can do, e.g. whether it is to visit an exhibition or simply where to source cheap materials.

Appropriate teaching and learning strategies sensitively meet differentiated needs, such as at Mildmays where we provide courses for people with early dementia and learning difficulties. The tutor incorporates visual learning and repetition to help the students with their short term memory loss. This is also highlighted in the schools where learners tend to be culturally mixed with varying levels of English language. Visual learning, supported by practical demonstrations, enables a more diverse range of abilities to achieve whilst generating positive integration between parents. Teachers are practical and thoughtful in the classroom, e.g. at Castlehaven extra written support is given to one student who struggles to remember instructions. This means that students can get on with elements of the work at their own pace without feeling anxious.

Sewing classes for Somali Women at Chadswell Healthy Living Centre

Partners have commented on how the tutors make the effort to get to know the students so that they can adapt the teaching strategies to individual needs and make each lesson feel like a positive and personal experience. The tutors create a friendly atmosphere that invites the students to feel happy and relaxed, and so embrace learning. Alongside the skills learnt, students have benefited from improving their emotional wellbeing, feeling more confident and improving their self-esteem.

Flexibility of programme tailored to the needs of the groups: Many of our partners comment on the positive benefits of delivering a flexible programme. We create the classes to suit the learners. For some groups where concentration is very low classes may only run for an hour, e.g. at Bethany House or Conway House hostels; for others’ whose lives are vulnerable and chaotic commitment is

19 a major challenge, we plan a programme that is short and intense, e.g. at Women at the Well. The aim is that we create enough flexibility that allows learners to achieve no matter what their needs. For parents groups, we deliver courses that start after they drop their children at school and run them through term time only, such as at Christopher Hatton School.

Working with Vulnerable Learners and Communities: Partners have indicated how pleased they are that the community outreach department and the Mary Ward Centre show considerable experience, patience and sensitivity in working with vulnerable communities.

Millman Street works with older people who have mental ill health, dementia and physical disabilities. The organisation has been really happy with the way teaching and learning has taken place with consideration given to each student’s individual needs in a thoughtful and inclusive way. They love the fact that there are participants who are quite able singers learning together with participants who struggle to say, let alone sing, the words of the song but gain a lot socially from being a part of the group. Many of our partners strive towards an inclusive service and really welcome that we also encourage courses that do not exclude people. Regardless of their ability the singing teacher at Millman Street prepares the whole group to work towards a performance at the end of the year at the annual Queen Square Fair.

Exciting Experiences and Challenging Learning Opportunities: This is a regular feature of feedback from partners where art projects are delivered. Many students had never contemplated an inspiring learning environment, let alone designing, making and completing a project. Participation in a project has given people the skills and experience to move on to other challenging outcomes. For example some students in the dance classes have had an opportunity to take their ISTD bronze and silver medals.

Line Dance students receive their Bronze awards at the Mary Ward Centre

20

What could be improved?

Over the last year our partners have reported little that they would like to see done differently. Many of their issues or concerns remain the same each year such as the difficulties for people in completing the enrolment form.

Drop in ethos: This is a different issue to time keeping and commitment. Where some partners have found it difficult to engage a viable number of students, there has been some evidence of people being encouraged to come to a class to which they cannot commit. This makes a very difficult kind of class to teach; it does not provide a good learning experience for other members of the class and may risk giving a poor experience of learning to the people being coaxed to join. Often this type of scenario occurs in organisations where there isn’t a core group of learners or where a group finds it difficult to do outreach because of staffing restrictions. It is also typical scenario to hostels and groups where participants find it difficult to engage for long periods of time and feel the need to come and go.

Enrolment process: Many of the outreach learners find completing the enrolment form challenging and intrusive. People in vulnerable situations such as those who are homeless or with mental health issues are fearful the information will be used against them. Those with complex health needs such as dementia combined with learning difficulties, simply can’t complete the form and often don’t know the answers to the information required. People with literacy difficulties or low level English speakers of other languages have trouble reading and writing. For these reasons and many others, the enrolment process requires a huge degree of sensitivity and can take a very long time. We often lose students along the way because they just find the process too hard. Our Partners fully support us in trying to gather the information and understand why we need the information we do but equally find the enrolling a daunting process.

Duplication of forms: Partners are having to capture their own evidence, be it enrolment data, evaluations or other monitoring forms to meet their own funding criteria. This often means learners are having to complete a number of forms which is daunting and time consuming. To date we have been unable to find a mutual way to consolidate such information.

THE LEARNERS

In 2017/18 there were 935 individual learners on widening participation courses compared to 904 in 2016/17.

Learners in the widening participation programme are people with barriers to learning and include people who are homeless, at risk of offending or ex-offenders, refugees, asylum seekers, at risk of isolation, people with mental ill health, local community/non- traditional learners, and people living in hostels or residential care or people recovering from alcohol/drug dependency.

Gender:

The following chart illustrates that, of the students enrolling on widening participation classes, 87% are female. Widening participation attracts the highest proportion of female learners of all sections in the Mary Ward Centre. 21

The following chart illustrates that, of the students enrolling on widening participation classes, 87% are female. Widening participation attracts the highest proportion of female learners of all sections in the Mary Ward Centre. There has been a slight increase in male learners which can be attributed to the digital inclusion project with Ageing Better Camden which has attracted men onto the programme.

Female 87% 811 Male 13% 124 100% 935

Many of the partners we work with by their very nature, primarily work with or attract women such as Holborn Asian Women’s Association, Crisis Skylight Women’s Zone, Women at the Well, Chadswell Bengali Women’s Health Project, and Women at the Well. Also it tends to be the mums who drop their children off at the primary schools and therefore it is their representation that is seen at the coffee mornings and community classes. Millman Street Resource Centre, Mildmays Residential Centre and Origin Sheltered Housing all have a high percentage of female members.

Gender in Community Education

Female

Male

Ethnicity:

There have been no remarkable changes by comparison to the previous year other than a small increase in the number of Chinese and Bangladeshi learners enrolling on courses this year.

Camden’s benchmark for BME students is 20.25% and the widening participation programme exceeds this expectation, with over half the student cohort being BAME learners. However, whilst we are mindful that we have target requirements to meet for Ageing Better Camden, it should not be at the risk of jeopardising our work with BAME communities. 22

Breakdown of ethnicity in Community Education 2017/18 by comparison to previous year

2017/18 2016//17 Bangladeshi 112 12% 103 11% Indian 25 3% 23 3% Pakistani 6 1% 18 2% Any Other Asian Background 19 2% 26 3%

African 34 4% 44 5% Caribbean 32 3% 29 3% Any Other Black / African / Caribbean Background 10 1% 7 1%

Chinese 108 12% 102 11% Arab 3 0% 7 1% Gyspy or Irish Traveller 0 0% 0 0 Any Other Ethnic Group 44 5% 46 5%

White & Asian 6 1% 9 1% White & Black African 2 0% 7 1% White & Black Caribbean 4 0% 6 1% Any Other Mixed / multiple ethnic background 8 1% 8 1%

White - Irish 26 3% 27 3%

White - English / Welsh / Scottish / Northern Irish / British 368 39% 324 36%

White - Any Other White Background 82 9% 82 9%

Not provided 46 5% 36 4%

23

Age:

The age range of our learners has shifted further towards over 60s. In fact almost 70% of our learners are over 60, compared to 44% for the Centre as a whole. (38% in community outreach are aged over 70). This shifting trend can be attributed to the new partners we have sought who work with older communities, for the digital inclusion project with Ageing Better Camden together with the number of partners we work with who prioritise age activity programmes.

Under 19 0% 2

19 - 25 2% 15

26 - 35 5% 44 36 - 45 9% 83 46 - 59 15% 143 60 - 69 30% 283 70 - 79 27% 255 80 - 89 9% 88 90+ 2% 22

100% 935

The targets for Ageing Better Camden are set at 120 unique older learners per year so we forecast this figure will remain constant next year as we seek more new partners to work with this client group.

Camden’s 65+ population is estimated at 24,000, and is on the increase. The 85+ population is estimated at 3,100. By 2022, Camden estimates there will be a 35% increase in people aged over 85. Our priority is to continue to serve our local community and we will do what we can to improve health and wellbeing by providing activities that 24 support the rising numbers of older people with long term conditions and mental health disorders. The Bengali Women’s group at Chadswell Healthy Living Centre is a prime example of older learners with multiple health needs (diabetes, heart conditions, obesity, arthritis, poor mental health) who have a desire to overcome their immediate aches and pains and get fitter and whose GPs are regularly “prescribing” more exercise.

Status:

There has been little change in status by comparison to last year. Given that over two thirds of the students in community outreach are aged 60 or more it is unsurprising that over 70% of learners are retired.

Students in employment 6% 55 Self Employed 2% 20 Retired 72% 670 Students not in employment 20% 189 Students in full-time education 0% 0 100% 934

Borough:

Unsurprisingly 47% of outreach students live in Camden, which is in keeping with our committment to provide learning opportunities and support communities in the immediate vicinity of the Mary Ward Centre. This figure is a reflection of our work with Ageing Better Camden. Other students come from the adjacent boroughs of Islington (13%), Westminster (8%), Hackney (4%), Barnet (4%), Brent (3%) and Tower Hamlets (2%). I

25

LEARNER RECRUITMENT AND RETENTION:

Overall the community education outreach programme has continued to see an increasing trend in the numbers of students starting courses. Retention rates have remained at 99% which can be attributed to the way courses are planned and delivered – shorter classes for those with short attention, and for those who struggle to finish because of factors such as pregnancy/child birth, mental ill health or getting re-housed. We are careful to programme classes at convenient times that meet the needs of the learner and give consideration to school drop offs and collections, signing-on times, peak travel times or dark evenings. Outreach classes tend to be small in the groups where students have more chaotic lifestyles, have mental or ill health, live in insecure accommodation or are restricted by space and so the loss of just one learner has a detrimental impact on retention figures.

Departmental non-accredited course figures for three consecutive years 2017/18 2016/17 2015/16 start finish % retention start finish % start finish % 2549 2524 99% 2542 2497 98% 2175 2170 100%

Target 2017/18 Variance MW Target Variation from Benchmark 89%

90% 9% 12%

LEARNER ACHIEVEMENT AND PROGRESSION:

Tracking Student Progression:

In 2017/18 we met with partner organisations, to help us track a sample of learners progressing to other activities in community outreach. We tracked 434 unique learners and as a result we have been able to make a detailed analysis of the types of courses they have progressed onto, some of the colleges they have enrolled at, the numbers successful in obtaining employment and the type of employment, and any other progression, be it voluntary work, community involvement or other routes. 26

2017/18  Number of learners tracked through partners 434  Number of learners tracked through MWC MIS to mainstream courses No. of learners tracked through partners progressing to: 251  another non-accredited programme  a part-time qualification-bearing programme 18  settled accommodation 4  training (Work Placements) 4  employment 16  Volunteering 58  other activity / projects 120 - community activities - Actively seeking work - Committees and groups

Those students we were unable to track had either moved away or were no longer in contact with the partner organisations.

Through the Centre’s MIS we have been able to track 411 learners who have gone from a community outreach class in 2015/16 to enrol onto a course within the college, or onto further outreach classes in 2016/17.

Unsurprisingly the proportion of visual and performing arts courses in community outreach is reflected in the increase in number of students going on to enrol onto mainstream courses in the same field. We have been able to gather information from a more detailed breakdown of how we track student progression. From a sample of tracking progression with our partner organisations it can be identified more specifically where and what some students have gone on to do:

 Non-accredited courses – Mindfulness, Recycled Art. Men’s Cooking, Music, Alto Harp, Boccia, Photography iPads, Creative Writing, Choir, Nordic Walking, Crochet, Beauty Workshop, Arts and Crafts, Seated Exercise, Beautiful Beading at MWC, Gardening, Art, Exercise, Arabic, Cooking, Tai Chi, Singing, Dance, Dim Sum class, French, IT, Japanese, Chi Kung, Chinese Language, Yoga, History Club, Circuit Health/Fitness, Tai Chi, Music Appreciation, Boccia, Meditation, Knit Make and Sew,

 Part time qualification bearing courses – ESOL (WMC), E1 ESOL and ESOL (WMC), Maths, Introduction to Hairdressing (NOCN), Painting and Decorating L1 & 2 run by Bounceback, Fashion Portfolio course at Morley college; provisional place at London Met university on extended degree in Art & Design for Sept 2018; Fashion degree UEL

 Support Groups - safe space w/shop, Mind Westminster; employment coaching

 Training – First Aid Training, leading community training, dyslexia training at Hillcroft, started gas engineers course, employability training, hospitality/admin training at House of St Barnabas, construction skills training. 27

 Employment – p/t with health service, p/t Museum work; p/t Zumba teacher; apprenticeship work with Home Office

 Volunteering - within Abbey CC, p/t in café, social befriending, intergenerational work, in garden, Distribution Fitzrovia News, carer, school governor, fundraising for McMillan Camden Bangladesh Mela, volunteer job at library, carer, parent governor, volunteering with National autistic Society, McMillan fundraising,

 Other – Cooking, BBQ, Bingo, outings and trips, Bengali Women’s group, board games, lunch club, dominoes, hairdresser, church member, BM exhibitions, committees in the community, leads table tennis, Trustee for Third Age Project joined resident association committee, takes part in Pantomime, history club at Somerstown, art exhibitions, self interest in soap making, school governor, bridge, classical music club, darts, film nights.

LEARNER EVALUATIONS:

During 2017/18 we had an excellent response rate with a total of 1,705 (compared to 1,639 in the previous year) completed evaluations for non-accredited courses. These give a fairly accurate idea of how successful classes have been. The table below illustrates the responses.

The results of the student evaluations in 2017/18 demonstrate that students continue to enjoy the Widening Participation programme – 98% of students said that their courses were good or excellent and 97% felt they had learnt a lot; 92% said information, advice and guidance was good or excellent; 97% were happy with the support they received in class (this is so important when, for many of the students, this was their first learning experience in many years).

2017/18 Percentage (%) of responses Where A = excellent & D = unsatisfactory A B C D “Overall I really enjoyed the class” 1521 89% 152 9% 2 1% 0 0% “Overall I learnt a lot from the class” 1422 83% 232 14% 17 1% 0 0% “Overall the teacher helped me in class” 1481 87% 171 10% 12 1% 0 0% “Overall what the teacher said made sense to me” 1481 87% 175 10% 13 1% 1 0% “Overall the pace of the class suited me” 1246 73% 390 23% 32 2% 0 0% “I was happy with advice & guidance during the course” 1045 61% 535 31% 74 4% 2 3% “Overall I would like the course to continue” 1526 90% 114 7% 13 1% 1 0% “I was happy with the information about other opportunities when the course finished” 1228 72% 275 16% 93 5% 1 0%

Records of comments are kept with the evaluations and spreadsheets from which we are able to respond to students’ queries and celebrate with them their achievements. For example, reflecting on a singing class with LGBT Connect students said: “It allowed me to sing in a more relaxed, less anxious way”; “Good for getting out of isolation... very uplifting”. “I feel so much better when I leave the class”.

At Third Age Project students said “It has helped us improve our fading memory”; “There was lots of enjoyment and I joined in small shows”; “The classes have helped me to enjoy my retirement doing several exercise and dancing”. 28

Students on an exercise class at Chadswell Healthy Living Centre fed back “It has improved my back and leg mobility”. “It has improved my breathing”; “I really want the class to continue so during Ramadan I am going to do the exercises at home and maintain my walking”.

Participants at St Pancras Community Association shared how happy they were with their singing class reminiscing songs from the past; “My voice is finding its way and shape. The class helps with my weak voice and helps my memory. The tutor is happy and friendly”; “I look forward to it and the teacher motivates you and brings you out of yourself in a safe place”; “It helps you remember lyrics and helps with breathing”; “I feel like a work in progress and it has given me a quiet confidence”.

Students from Dragon Hall informed us of the following “This course really improved my mood & constitution. Micha is a fabulous teacher and the course is well structured and ideally paced. Superb handouts too”; “Lovely teacher and very interesting”; “The tutor is brilliant. I would like to recommend the course to friends; the teacher was encouraging and uplifting”.

At West Euston Time Bank people said of their learning “It helped me to think of more creative work which helped my mental health; I would like to improve my craft skills and learn with a small group”; “I have an increased sense of belonging to the group”; I very much enjoyed attending this class - the teacher is excellent. This made my lonely life interesting and worthwhile”.

81% of the students said that attending courses helped them increase their self- confidence. This is one of the key outcomes in community outreach and the element that often completely changes a person’s life: “I have gained confidence in using an iPad” “I would be interested to do another similar course as this has improved my confidence and balance to exercise” This course has improved my self-confidence and ability to make new friends”; “I feel more healthy and as a result I feel more confident.”

% OF RESPONSES TO SOFT OUTCOMES 2017/18 (%) 2016/17 (%) (from a sample of student evaluations) “The class helped to increase my self-confidence” 81 86

“The class helped to develop my communication skills” 66 74

“The class has helped me to meet new people and make friends” 83 88

“The class helped me develop an interest in further study at the 53 54 MWC” “The class has helped me think about doing an accredited 13 9 course” “The skills I have learned helped me apply for paid / voluntary 20 16 work “The skills I have learned have helped me consider paid or self- 8 9 employed work” “The class has helped improve my health and wellbeing” 40 78

“Improved an existing health/medical condition” 33

“Made fewer visits to the doctor” 14

“Improved my mental health and wellbeing” 30

29

Using the evaluation sheets we are also able to collect information about other courses that students would be interested in taking. This helps us work with our partner organisations in planning further activities. Where possible we endeavour to respond by providing the students with information on courses that run at the Mary Ward Centre or details of courses at other colleges or centres.

Castlehaven Community Centre Line Dance students at Clarence Hall

Methods used to gather student feedback:

Course feedback forms This is the main method we use in gathering information. As well as gaining feedback about students' views on the quality of the courses we provide, we have also used feedback forms to gather information on the suitability of the courses, the ‘soft’ or additional benefits the students have gained alongside the identified learning outcomes, and changes in attitudes or intention in relation to further learning or other progression routes that students might wish to take.

Student group feedback During 2017/18 we have continued to work with groups who find it difficult to engage in individual feedback, particularly at places such as St Pancras Community Association, and Wellesley Road Sheltered Housing, where dementia impacts on their ability to remember what they have done. Equally at some of the classes where there are very large numbers of students such as at Castlehaven Community Centre, gathering group feedback has proved a more successful and appropriate way of getting information.

Tutor course evaluations Each course was evaluated by the tutor who delivered it. As well as recording their own views on how courses could have been improved and what had made them successful, tutors recorded the RARPA assessments for students and any additional benefits which students had reported to them or which they had observed during their teaching. 30

Informal feedback and celebration events Throughout the year there was a variety of opportunities for informal feedback, such as at the cultural arts community preview workshops as well as through regular visits and meetings with partner organisations enabling us to collect information that otherwise might have been overlooked. In fact, these visits and the accessibility of the staff managing and delivering the project were identified as key strengths by many of our partners and strengthen the importance and need for good communication in community outreach.

Student focus group meetings From time to time we run focus group meetings to gather extra stories and to get feedback on specific impact from the courses, e.g. working with Traverse, a focus group session with a small group of students from a number of different groups, helped us to explore the impact of reducing isolation through or digital inclusion programme.

IMPACT OF LEARNING IN THE COMMUNITY:

Providing learning opportunities in the community has:

Helped people into mainstream learning – It is not a requirement that learners eventually move on to mainstream learning. However it is always positive news to hear people have made that step. A number of students have enrolled onto courses at various colleges, for instance students from Chadswell Healthy Living Centre taking part in knitting have since enrolled on numeracy at Working Men’s College.

Improved the way people feel about themselves – Evidence from learner feedback shows that 81% of students reported that their self confidence has increased and learning has helped to improve their communication skills; 73% of students have also reported that learning has helped improve their health and well-being or existing medical condition. Partner reports indicate that learning has helped many individuals with issues of mental ill health feel better about themselves when they are learning with others in a social setting.

Helped reduce the risk of isolation – Helped people back into work or volunteering opportunities – In 2016/17 it was evident how many of our older learners over 60 keep mentally and physically active through volunteering. Through our digital inclusion programme with Ageing Better Camden we have also been able to recruit volunteers and digital champions to help support iPad activities.

Through work with our Partners and tracking progression it is evident that taking part in learning opportunities has given some people the confidence and communication skills to help them get jobs, particularly in retail, catering, cleaning and administration.

Brought communities together – The multi partner cultural arts projects have been very successful in bringing communities together; Asia: Chillies and Chrysanthemums was an art project involving several different community organisations working towards an exhibition in the Great Court of the British Museum. Students comprised of individuals from homeless communities, parents, over 60’s, Chinese, and Bangladeshi communities, and other people with dementia and learning difficulties. The most amazing outcome of this work has been to see participants coming together, sharing experiences and talking about their involvement. People, who would

31 not usually cross paths for whatever reason, had a common purpose – to celebrate their achievements in very public spaces beyond their expectations.

Encouraging independence through confidence – A student from Abbey Community Centre always used to visit the Centre yet speak to no one. They have learning difficulties and mental health issues but over time they were persuaded to join a dance class. With growing confidence and trust they then joined the community choir. Through coming to the Mary Ward classes, people have taken him under their wing and look out for him and as a result he is now involved in almost all activities and having social contact with people.

Helped to reduce isolation – The classes have helped support many learners in the community by offering an opportunity to meet new people, thereby making new friends. 83% of students felt that in taking part in a course it helped them to make new friends. The main aim of the digital inclusion project with Ageing Better Camden is to help reduce risk of isolation amongst people over 60 in Camden. “Investing in our communities to ensure sustainable neighbourhoods” is one of the strategic objectives of the Camden Plan. Within this objective it states that for a community to thrive it is essential that its residents are safe and just as importantly feel safe. This includes our older and more vulnerable residents whom we want to be able to live within the community making it a community for everyone. Offering accessible courses to our more vulnerable learners has helped to reduce feelings of isolation and allow opportunities to make new friends or be part of a community group. This has been especially the case with our older learners, our learners facing homelessness, those with mental ill health, and lone parents. Not only does learning in the community help to alleviate feelings of being alone but through our involvement in community activities, such as the Queens Square Fair, we positively encourage students and groups to take up other social opportunities. Our partner at the Third Age Project has highlighted how their members love coming to take part in the activities we provide and how much they appreciate it.

iPad course – student case story

A student went along to an iPad short course because her husband had recently passed away and she found herself left with his iPad which she had no idea how to use and no confidence to get started. Her grandchildren had begun using the iPad, but she had wanted to learn how to use it for herself. During the sessions, she was able to go through the device and sort out her husband’s online presence; deleting email accounts, ending Facebook notifications and deleting old photos. Once she had worked through this difficult process, she began learning for herself how to use the device and working out how it could do things that would interest her. It was a wonderful day in the middle of the course when she came to the class proudly displaying a leopard skin cover for her iPad. It was wonderful because it had now become something that she felt confident to use for herself for things she enjoyed.

32

CONCLUSIONS

Widening Participation is an important aspect of the Mary Ward Centre’s offer to the community. What strengthens our work is the knowledge we have of the neighbourhood and the unique and personal relationships that we maintain with all those involved on the programme – the partner organisations, students and tutors as well as other groups and agencies indirectly involved.

Progress and Changes:

 Following an Ofsted inspection in June 2017 community outreach provision remained Outstanding.

 We continue to have successful partnerships working in Camden and the surrounding boroughs of Islington, Westminster, Tower Hamlets and Hackney. We have developed new and positive links with several partners, including Carers Network, Kentish Town City Farm, Bethany House Hostel and Drovers Centre. We have continued an excellent and supportive relationship with the British Museum and have been fortunate to run further projects with them over the year.

 We have successfully completed and met our targets for a 3rd year with Ageing Better Camden to deliver digital inclusion to people over 60 at risk of isolation.

 We have started work in partnership with Mind in Camden and Voluntary Action Camden focussing on a Healthy Minds Programme for people with mental health difficulties.

 Following a merger with Blackfriars Settlement, Community Outreach started looking at possible new partnerships in South London.

Strengths:

 We are good at reaching new groups and developing new partnerships – this year we have worked with more new partners working with homeless communities.

 Partner relations and face-to-face work remain strong and mutually supportive. MWC has a good reputation with offsite partners and learners as well as within the community in general

 Provision of a curriculum that meets the needs of the local community – we have been successful in engaging our target groups and vulnerable learners

 Partner reviews and student feedback are used effectively to plan provision and make improvements, e.g. student evaluations, partner evaluations, tutor evaluations, student progression, change stories and annual report.

 The Outreach Programme has remained flexible. Innovative course design helped to support outcomes for learners, whilst short tasters were effective in introducing new learning.

33

 We have responded positively to alternative streams of funding such as Ageing Better Camden, met our targets and provided a service for which we at the Mary Ward Centre can feel proud.

 The Community Outreach Team is dynamic and very energetic and responds well to change. Not afraid to take some risks and grasping at new opportunities the team strive to make outreach a vibrant, interesting and responsive section of the Mary Ward Centre.

Areas for improvement

 Although there is huge potential to grow, the development and expansion geographically of community outreach remains bound by the physical capabilities of a very small team.

 The student profile has continues to show a steer towards work with people over 60 (68%) and retired (72%), and living in Camden (47%). This is a result of the Ageing Better Camden programme. The Community Outreach Programme is at risk of becoming a service for older people to the detriment of other vulnerable communities. The programme would benefit some rebalancing.

 A few partners did not have the resources to support effectively the recruitment of learners which resulted in a handful of classes closing.

Recommendations and plans for 2018/19:

 To build relations with Blackfriars Settlement and develop new partnerships in Southwark.

 Mindful that the outreach service has grown further this year and is now at a level where quality must not outweigh quantity, we must be careful not to undermine the need to reach targets required with external Service Level Agreements.

 To consider our priorities in community outreach in terms of who we work with. The student profile this year is biased towards a particular learner group primarily as a result of our work with Ageing Better Camden and this will continue in 2017/18 for the year of that funding.

 With the lease on the building of Mary Ward Centre coming to an end in 2022, we will be moving to East London. Community Outreach will starting to focus its work on widening participation into Hackney, Tower Hamlets and Newham.

 Be creative in the consideration of finding unique learners for the digital inclusion programme for Ageing Better Camden in the light that targets remain high and outputs harder to reach.

34

Thank you in 2017/18:

Our thanks go to the following groups and organisations for all their support and partnership over the year. Some have provided us with space to run classes; some have helped us with publicising courses and with some we have worked on special projects.

Abbey Community Centre Kilburn Abbey Community Centre Westminster Ageing Better Camden Belsize Library Bethany House Hostel British Museum Calthorpe Project Camden Chinese Community Centre Camden Local Studies & Archives Centre Carer’s Network Castlehaven Community Centre Chadswell Healthy Living Centre Charlie Ratchford Resource Centre Christopher Hatton Primary School Cock Tavern, Somerstown Conway House Hostel Crisis Skylight Dragon Hall Drover’s Centre Fitzrovia Neighbourhood Centre Garden School Henna Asian Women’s group Henderson Court Resource Centre and Sheltered Housing Holborn Asian Women’s Association Islington Bangladesh Association Kentish Town City Farm Kingsgate Resource Centre LGBT Connect Marchmont Street Community Centre Mildmays - Notting Hill Housing Millman Street Resource Centre Mind in Camden North London Cares Origin Housing Primrose Hill Community Association Primrose Hill Library Queen Square Fair Rosebush Court Sheltered Housing Samuel Lithgow Centre Single Homeless Project – the Ivories Somers Town Community Centre St Pancras & Somerstown Living Centre St Pancras Community Association Thanet Youth and Community Centre Third Age Project Wellesley Road Care Home West Euston Time Bank West Hampstead Community Centre Women at the Wel 35

APPENDIX 1

ASIA: Chillies and Chrysanthemums

6 November – 13 November 2017, Great Court British Museum

Asia: Chillies and Chrysanthemums was a collaborative art installation taking inspiration from the opening of the Sir Joseph Hotung Gallery of China and South Asia at the British Museum.

The installation gathers inspiration from domestic stories and experiences of the people of South Asia and China. It uses everyday circular objects such as bicycle wheels, sieves, bamboo steamers and baskets to form the structure into which art work has been incorporated. The overall impression is one of sensory overload from bulging baskets and bowls filled with produce to the bright and vivid flowers of South Asia and China

Local community groups worked with teachers from the Mary Ward Centre to research and explore patterns, colours and shapes seen in everyday homeware items, mandalas, fabrics, flowers, foods and transport. The evocative image created is one of a bustling, noisy and vibrant market stall.

We worked with 96 students from 10 groups across Camden and Islington where they had the opportunity to learn a variety of mixed media art techniques including resin casting, fret work, embroidery, decoupage, crochet and weaving.

“Another fantastic exhibition – I am so impressed” Helen Carty, Trustee (Clifford Chance)

The Mary Ward Centre worked with British Museum community arts group, Camden Chinese Community Centre, Castlehaven Community Centre, Dragon Hall Community Centre Fitzrovia Neighbourhood Centre, Henna Asian Women’s Group, Islington Bangladesh Association, Mildmay Housing (Notting Hill Housing), West Euston Time Bank

36

APPENDIX 2 Ageing Better Camden - Digital Inclusion

This was our third year of digital provision for the Ageing Better in Camden Programme – a multi partner programme to help reduce isolation in Camden’s older community. Our focus this year was expanding the reach of our provision by developing projects with partners that would introduce the use of iPads in a new way.

At the beginning of the year, we worked with residents at Wellesley Road Care Home – a home for those living with dementia, to help them use technology to complete a personal research project and produce a Memory Place Mat. This became a daily reminder of their experience and a talking point for family and staff member about their learning during the project. The partner fed back that the residents and staff really benefitted from learning about new technology and the centre are now looking to purchase their own equipment to continue the work we started – “The residents loved the placemats...they are delighted at how personalised they are!”.

At Thanet Youth and Community Centre, members of their weekly coffee morning learnt how to use the iPads to share and record their stories of the local area. They researched history, conducted and recorded interviews, compiled imagery and then edited and produced a wonderful Local History Book. This was a hugely bonding experience for the group. Working on a collective project helped build friendships and the personalised content meant that they felt engaged in developing their digital skills. The success of the book has led them to fund raise, so that everyone in the group could own one.

At West Hampstead Community Association, a group of students were keen to record their stories of the local area digitally in a Community Blog. They learnt how to use the iPads to share stories of the local area, researched history, even planned and went out on a walk taking photos and upload them onto a self-run community blog. They were very excited to have had 200 hits within the first week and have taken over the running of the blog so that they can continue to share their memories. This course was a great achievement for those who took part – many of which hadn’t much experience of using iPads or computers. “I’ve learnt about one or two things I would never had known about if I hadn’t been. I was very pleased to learn about blogging and how it can be and is done. And I was surprised how simple it was.”

37

Through-out the year we have worked with partners to deliver digital photography courses. These have been hugely popular and provide a great introduction for many who wouldn’t ordinarily be interested in attending a technology course. Students both enjoyed learning how to take, edit and share photos as well as how to take a good photo artistically, and thinking about how much a photo can convey. Embedded in the course is the opportunity to go outside of the classroom into Camden to learnt about Street Photography. For many students this was a chance to discover their local surroundings in a new way. One student said “It makes you really open your eyes, you become more vigilant and observant”.

In the summer term, we began working in partnership with the Ageing Better Outreach team to introduce iPads to a group of men that they had identified as isolated that drink in a Somerstown pub. The tutor used iPads as a means to talk about the participants personal interests which broke down any initial reluctance to try them out. One participant fed back: “This thing is really good, I mean it does great things!' I will speak to my brother about this'. “I’ll ask my brother to get me one”. Through conversations over the iPads, the ABC Outreach Team were able to give advice about other services available to them.

iPub has now become a successful model that we plan to use in other pubs in Camden in the following year.

38