Working with Young People

Working with young people

Materials from the course 14 January 2011

facilitator: Jo Graham

Working with young people

Contents

Contributors to the course page 3

Youth Participation Framework page 5

Youth Forum Toolkit overview page 7

Young Curators Group at the Light Box page 9

Further useful information page 11

The political context page 15

Safeguarding page 17

Signposts for resources for funding page 19

Ensuring access for all audiences page 26

Evaluation page 28

About the contributors

Vikki Pearson Vikki Pearson is the MLA Senior Programme Manager for the Mighty Creatives; a Young People’s creative development agency in the East Midlands. She is responsible for supporting the delivery of the Strategic Commissioning programme in the East Midlands and East of England with a focus on the development of a youth engagement framework.

Following a degree in Medieval Archaeology and training as a teacher she spent nearly 5 years as a primary classroom teacher in Northamptonshire but left in 1994 to become the Education Officer for Northamptonshire Heritage. Thus began 16 years of working in heritage education and interpretation in a number of different management and delivery roles – from Education / Interpretation Officers for the Heritage and Countryside sections of Northants County Council to Project Manager for a HLF project in Rutland and more latterly as a freelance heritage education & interpretation consultant.

She has developed and delivered classroom activities, lectures, field trips, public events, groups, play schemes and online training for a wide range of audiences and published many resources and digital learning materials for schools, teachers and heritage educators. www.themightycreatives.com/

Claire Adler Claire Adler has nearly 20 years experience working in museums. She was part of the small team that set up Hackney Museum in London, where there was a very unusual visitor demographic: 22% of the audience were between the ages of 11 and 16 visiting outside of school hours. She therefore developed a ground breaking project, teaching social documentary photography to teenagers at risk of exclusion for drug and alcohol abuse resulting in a temporary exhibition that was attended by 8000 people, nearly half of whom were between the ages of 12 and 19 years old. For the last six years Claire has been working as a Museum Learning Consultant specialising in developing consultations and projects with non-traditional museum audiences, including teenage mothers, excluded teenagers and migrant workers. She has developed and delivered Youth Forums in Kent, Northampton and Nottinghamshire which resulted in the MLA funded publication ‘How to develop a Youth Forum in your museum – A toolkit of ideas’. See www.claireadler.co.uk

James Armstrong James Armstrong has worked with young people for over 10 years and is currently working for Chatham Historic Dockyard Trust as their Youth Inclusion & Volunteer Co- ordinator. After completing a degree in sculpture and a post 16 teaching qualification he spent 5 years teaching in secondary schools, before becoming a Youth & Communities Worker for a community charity attached to a housing association.

James has been working for The Historic Dockyard at Chatham since January 2007 and his primary roles have been to look after the well being and co-ordinate the activities of over 230 volunteers engaged at The Dockyard, oversee and train the Trusts staff & volunteers in Safeguarding and Child Protection issues, co-ordinate and deliver the Trusts Overnight Stay Programme on HMS Cavalier and run Youth Engagement programmes including their Work Experience programme which engages around 50 placements per year. For further details on The Historic Dockyard at Chatham please take a look at their website: http://www.thedockyard.co.uk/Home

Melissa Strauss Melissa Strauss is a Policy Advisor in Participation and Learning at the Heritage Lottery Fund. Her role covers audience development, community participation and volunteering. She also manages the HLF’s Young Roots funding programme, which aims to engage young people with heritage. Melissa has previous experience of working directly with young people and involving communities with arts and heritage through a variety of paid and volunteer roles in museums and community organisations.

Jane Nash Jane Nash is the Schools Special Projects Officer for the Royal Pavilion & Museums, Brighton & Hove, and has been in post for three years. The post is funded through a partnership between the Royal Pavilion & Museums and Cardinal Newman Catholic School in Hove. Jane’s role is to develop humanities-based resources and sessions for schools across the Key Stages, but with special attention focused on KS3+. The role also offers opportunities to involve young people in projects that explore different ways of making museums more engaging and accessible to this age group.

Trish Popkin Trish Popkin is the Strategic Commissioning Project Manager for MLA Council, with responsibility for the South East regional programme, the Science in Your World national programme in partnership with the Natural History Museum and the Science Museum, and the 14-19 audience strand. Trish has worked in museum and cultural learning for a range of museums and other organisations for over 10 years, from development, through delivery and evaluation. She is particularly keen on developing partnerships across the culture and education fields, and the ways in which young people can both participate in, as well as play a role in the development of the cultural lives of their communities.

Rachel Lackie Rachel Lackie is Community Engagement Officer at the Royal Pavilion & Museums. The role includes responsibility for under-represented groups in the wider community including the participation of young people not in formal education. Rachel has been in this post for just over a year. Prior to this she worked in youth theatre and community arts and more recently in the community voluntary sector running a community carnival which also worked with a large number of young people as volunteers, interns and artist producers.

Lynn Yeo Lynn Yeo is the Education Manager at The Lightbox. She has worked in education, exhibition design and public communications in museums in the UK, US and Singapore, and as a classroom teacher for children between the ages of 8 - 11 in the US. Her interest in working with children and young people in museum settings was sparked by her own positive personal experiences in museums as a child and young person. She has spent the last 5 years developing the Education Programme at The Lightbox, working with audiences of all ages and abilities. Her work with young people includes creating the Young Curators Project at The Lightbox which was set up in 2006, developing a close working partnership with Woking College which began in 2005 and working with and evaluating the Queens Teens programme at the Queens Museum of Art. She plays an active role in fundraising for Education projects at The Lightbox. Lynn has a BFA in Graphic Design and a MSEd in Museum Education.

Youth Engagement Framework – draft outline

Youth engagement is not just about the participation of young people as an audience or consumers of the museum / archive service or even their recruitment as volunteers or employees, rather it is the process of ensuring that the needs and benefits of working with Young People are central to the work, ethos and attitudes of an organisation.

It will offer meaningful and sustained participation opportunities for Young People to:- • be listened to, • make decisions – influencing outcomes & service provision & contributing to change, • work collaboratively - in partnership with organisations that value and respect Young Peoples’ contribution / participation • develop skills, responsibility and leadership

Why to What …..

The Youth Engagement framework aims to consider how organisations can move from Why to What when exploring the role of Young People within the sector bringing together user need and provider behaviour. It draws upon opportunities for alignment with the wider cultural provision for CYP agenda / programmes such as Find Your Talent and Hear by Right, and aims to offer organisations the opportunity to consider the differing roles of Young People when engaging with the sector and provide an easily accessible model that will supports the sector in increasing participation in museum / archive programmes through meaningful youth engagement.

The Core Triangle - Authentic approach, suitable environment & a spectrum of opportunity At the heart of framework is a recognition that fundamental principles or commitments must underlie the development of meaningful engagement for Youth People ....

1. Authentic and two-way participation with a commitment to engaging the whole person and recognising diversity 2. Creation of a safe and welcoming environment that recognises and values the process as an experience for both the young people and the sector (safeguarding, staff training, a welcoming approach and committed organisation) 3. Recognition of the need to offer an incremental spectrum of engagement activity / opportunities which meet user need and offers Young People the opportunity to influence, collaborate and change provider behaviour

The Young People / Museum & Archive Circles – User Need meeting Provider Behaviour

The elements or types of engagement contained within the framework are not envisaged as a ladder of engagement but instead is shown as a circle or spectrum of engagement that enables a variety of entry points / level of participation for all Young People and enables user need to be reflected in behaviour provider.... and allows participants to consider what engagement will look like for both Young People and museums/archives?

Young People Circle - The opportunity to engage with museums and archives as a:- • CONSUMER – knows about, accesses provided services • CRITIC – participates in and evaluates services • CREATOR – Accesses and participates, responses to services • COMMISSIONER – Produces, invests, initiates, delivers and changes services

Museum/Archive Circle - The opportunity to engage with young people through:-

• INFORMING – Recognition of Young People as audience, with dissemination of information to that audience through appropriate vehicles. Youth Serving and exploration of working with Young People through intermediary partnerships • CONSULTING – Offering opportunity (with defined options or input) - for Young People to comment upon and /or influence activity / opportunities for participation but with museum /archive ownership. • CONTRIBUTING – proving a service or offer with Young People as clients or recipients. Participation limited to an invitation to interact with specified options, ideas or actions determined by museum / archive. • COLLABORATING – working with Young People to develop and carry out activity, with Young people as active partners in activity but with activity generally still initiated/ developed or owned by organisation • CO-OPERATING– Young People involved from initiation, developing youth-driven activity and with young people in substantive, meaningful roles • SUPPORTING – sector as facilitator empowering and supporting Young People in leadership roles to develop activity determined and led by Young People.

The framework will be “live” on the TMC website from mid-February 2011.Visit www.mightycreatives.com or email 6 [email protected]

How to develop a Youth Forum in your museum A toolkit of ideas

Funded by Museums, Libraries and Archives Council and Renaissance South East Researched and Written by Claire Adler

The Youth Forum Toolkit will be available in hard copy during the training course and distributed as a pdf to all course participants. Some of the questions this toolkit sets out to answer are:

1. Why develop consultations with young people?

2. What type of Youth Forum do you want to set up? Do you want to involve more than one museum? How many young people do you want to involve? How old should the young people be? Where should the Youth Forum be held? How do you attract young people to a Formal Youth Forum? How do you attract young people to an Informal Youth Forum? How do you make flyers and posters attractive to young people? What do you do if no one shows up for an Informal Youth Forum? How do you encourage young people to come back to the next session? What should you consult about? How much will it cost to run a Youth Forum? How do you evaluate the Youth Forum?

3. Things to think about when setting up a Youth Forum What should you wear? What should you say? How should you behave with the young people? What do they want to eat?

4. Consultation Activities The toolkit then gives examples of the following types of consultation activities: • Museum activities • Ice-breaker activities • Warm-up activities • Information finding activities

The pdf of the toolkit is available from: http://research.mla.gov.uk/evidence/view- publication.php?pubid=990 Or http://www.claireadler.co.uk/page_966025.html

References:

Many of the consultation activities have been adapted from a very useful book

‘Participation — Spice it Up! Practical tools for engaging children and young people in planning and consultations’ by Save the Children and Dynamix Published March 2003 ISBN 9781841870625

Another useful publication with ideas for developing consultations with young people is: ‘Consulting with Children and Young People’ by The Family Friendly Initiative www.family-friendly.net/resources/

Top tips for research and consultation with children and young people. Go to www.crfr.ac.uk/ and search for “top tips”. CRFR is the Centre for Research on Families and Relationships. It is a consortium research centre based at the University of Edinburgh and its website provides many studies on a wide range of social issues relating to young people: often based on eliciting young people’s own perceptions.

Young Curators Project at The Lightbox

• Started in 2006 with initial funding from the Wates Foundation (2006-09) and Mayford DFAS and NADFAS (2006). Successfully applied for additional funding from Surrey Youth Opportunity Fund in 2007-08 and 2008-09.

• Open to any young person from 13 - 19 years old, no previous art experience necessary. In the first year we had an even gender split, but in all years since, participants have been almost all female.

• The format of the sessions has developed and changed over time. The frequency of the sessions has also decreased from 20 in 2006-07 to 14 this year due to fewer available resources.

• The project is advertised through schools, youth groups, The Lightbox’s events programme and website and D of E coordinators. Young Curators are able to work towards Arts Awards or Duke of Edinburgh requirements.

• Participants are self selected. Not all of them do art or history at school. Attendance at sessions is consistent and participants are highly motivated. A small up front charge is made to attend Young Curators, which works out to be between £2 - £5 per session. This charge can and has been waived if necessary.

Projects the Young Curators have worked on

2006-07: Animation Participants worked with a professional animator to create a set of original short films. Final animations were shown for 3 months at The Lightbox to accompany an exhibition on animation.

2007-08: Workshops Participants took part in workshops on a variety of techniques including sculpture, printmaking, photography and papermaking.

2008-09: Workshops and costume making Participants took part in workshops on a variety of techniques including printmaking and feltmaking. They also worked with a costume maker to create costumes, inspired by paintings in the Visionary Victorians exhibition for visitors to try on. They researched historical costumes and then designed their own costumes from scratch. Participants had to select fabrics, create their own patterns and cut and sew the costumes. The finished costumes were hung up in the gallery with the paintings and were very popular with visitors who were encouraged to try them on.

2009: ARTIST ROOMS Jenny Holzer Inspired by the work of Jenny Holzer, participants worked with an artist to create original work to accompany this exhibition. They wrote text for their posters and the zine, and made silkscreen posters and banners which they installed in the Education Studio window and on a structure on the ground floor. Photos of the installation and copies of the zine were went to Jenny Holzer and helped to secure a donation by the artist of four works to the ARTIST ROOMS collection. 9

2010: Sea Pictures The Young Curators worked with The Lightbox’s Arts and Collections Officer to curate an exhibition in our Upper Gallery. They developed interactives such as a word wall, ‘smells of the sea’ corner and a drawing table to make the exhibition more family friendly. The also helped to install the exhibition and developed and assisted in workshops for families. One of the Young Curators coordinated all of the sessions as part of her Gold Arts Award requirements. It was a hugely popular exhibition with over 11,000 visitors over 9 weeks.

2010-11: Tactile Graphics and Audio Guides The Young Curators are currently working to create tactile graphics based on objects in our permanent history collection for blind or partially sighted visitors. They will also write and record audio descriptions of the objects they have chosen. As part of this series of sessions, they have also had visual impairment awareness training from the Surrey Association for Visual Impairment.

The benefits for young people • Broadening horizons, learning new information and skills in a safe and welcoming environment. • Meeting and working with other young people with similar interests from different backgrounds. • Improving self confidence and social skills. • Developing independence, critical thinking and reasoning skills. • Chance to influence programming and contribute to the cultural life of their community. • Chance to build connections and relationships within their community with people of different ages and abilities and backgrounds. • Chance to learn about different career opportunities and gain work experiences they might not be able to elsewhere.

The benefits for your museum or gallery • Provides the museum with new ideas and perspectives including an understanding of young people’s perspectives. • Leads to better promotion of the museum and attracts new audience (families and friends). • Creates an ongoing relationship with young people. • Taps into young people’s skills and enthusiasm to help run the museum. • Helps the museum to connect with the local area and community.

Things that we have struggled with in our Young Curators Project • Recruiting boys - apart from the first year when we had an even balance of boys and girls, the project has almost been exclusively female. • Raising funds to hire artists to run sessions. • Timings of sessions and exhibitions do not always match up well leaving large gaps in programming.

Things to consider before starting a Young Curators type project

• Why do you want to work with young people? • Who is going to develop and run your work with young people? • How are you going to fund the work? 10

Further useful information

The following links may be of interest to participants who want to find out more about young people and how to engage them with museums. www.hlf.org.uk/aboutus/Pages/allourpublications.aspx “First steps in working with young people” is a really useful publication from HLF for anyone just starting out. It gives practical and detailed advice and signposts to further information, whether you are working with Lottery funding or not. www.education.gov.uk/ The Department for Education have a Young People’s Services page that includes a page on the latest research reports. www.mla.gov.uk/what/support/grants/Creative_Apprenticeship_Scheme A Creative Apprenticeship Scheme has been developed by Creative & Cultural Skills (skills council for the creative and cultural sectors) in conjunction with employers, to ensure that both they and their apprentice benefit. There are pathways within this which are of particular relevance to the museums and heritage sector. MLA has committed to contribute to the employment costs of 50 Creative Apprentices in the museums sector to help get the scheme off the ground. Funding has been allocated and Creative Apprentices are in place in many museums. With MLA set to close in 2012, the long term future of the apprenticeships is not clear is not clear but it may transfer to ACE. www.mla.gov.uk/what/programmes/setting_pace/stories of the world/ Stories of the World is part of the London 2012 Cultural Olympiad, and aims to showcase innovation and excellence in museums, libraries and archives to a worldwide audience. The project is led by the MLA in partnership with the London Organising Committee of the Olympic and Paralympic Games (LOCOG). Young people are at the heart of the project, working in partnership with curators to uncover objects that tell stories that resonate with their interests. It is the largest youth participation project ever delivered by museums - with more than 1500 young people now recruited as curators to lead and develop the projects.

Follow links from this page to Methodologies and Resources and Youth Participation to find out more detail, especially on the Hear by Right framework being used across the projects as part of the evaluation. www.nya.org.uk/quality/hear-by-right

Hear by Right (HbR) is now under the umbrella of the National Youth Agency (NYA: www.nya.org.uk/) and includes a youth participation framework that helps your organisation consider how to ensure that young people have a genuine voice within the decision making process. It provides standards and indicators, plus a What’s changed? tool to help measure impact. It is also a scheme with levels and awards for organisations seeking to become more inclusive for young people.

The NYA have worked with MLA to produce a Hear by Right in Museums guide which can be downloaded from www.nya.org.uk/quality/hear-by-right/hear-by-right-in- museums. The guide provides many examples of museums already using the framework who may be able to share ideas. On the same web page a book of Stories of the World can be downloaded showcasing 5 projects in which young people have curated their own exhibitions. 11

www.nya.org.uk/ The National Youth Agency works in partnership across sectors to support and improve services for young people. Their particular focus is youth work. Their news pages are a good place to keep abreast of developments within the sector. www.artsaward.org.uk/ Arts Award is a national qualification for people aged 11-25, run by the Arts Council. It is not dissimilar to the Duke of Edinburgh Award Scheme, with three levels: bronze, silver and gold but it also includes recognition on the QCF (Qualifications and Credit Framework). Young people can gain awards through work in any art form. This includes creative, technical and support roles. Young people work towards their awards at an Arts Award centre. This is any organisation that supports young people’s arts activities as long as they employ or link with an Arts Award adviser. So a centre might be a theatre, school, college, youth club or art gallery. They must engage in a range of activities. At bronze level that is: • taking part in an arts activity • going to a live arts event • researching an art hero or heroine • sharing their skills through helping at a workshop or giving a presentation

Museums can become involved in the scheme as centres but also as places where young people could have the kinds of experiences they need to qualify for their awards. By being designated an Arts Award Welcome venue, an organisation can offer specific help through Advisers to young people on the scheme.

The website gives a comprehensive list of all the activities required for each level of the award. It also provides information on the locations of centres nationwide and lots of examples of things young people have done as part of the programme. For museums planning arts activities with young people it offers a very straightforward accreditation route. For museums looking to make contact with local secondary schools it is worth checking if they offer their students either the Arts Award or Duke of Edinburgh Award scheme as a way to begin a conversation. www.dofe.org/ The Duke of Edinburgh (DofE) Award Scheme is a popular way for young people to gain certification for extra-curricular activities. It offers three levels of Award: bronze, silver and gold. Activities fall into 4 sections (with a fifth residential section at gold level): • physical • expedition • skills • volunteering Many schools have become centres for DofE. Churches, youth groups and guide and scout groups also take part. All may be looking for opportunities for their students to develop their skills or carry out volunteering. Award ceremonies for bronze and silver level are always held locally, so even just offering a venue could be a good way to build a relationship. The national website provides contact details for most counties plus a regional office. https://sites.google.com/site/innovartnetwork/downloads Renaissance North East have produced careers guide for young people interested in working in museums. A pdf can be downloaded from the above address. 12

Museums with experience of working with young people

Lots of museums have worked with young people on exciting projects and may have idea and insights to share. These include:

Haslemere Museum HYPE: Haslemere Young People´s Exhibition Team. Check out their on-line film at www.haslemeremuseum.co.uk/HYPEFilm.html They also offer Arts Award accreditation.

The Historic Dockyard, Chatham The Youth Inclusion and Volunteer Co-ordinator (YIVC) runs an extensive programme of placements, volunteering and projects with young people. They have a strong focus on working with disadvantaged young people and the organisations that work with them. As well as projects such as filmmaking, the YIVC runs sleepovers on HMS Cavalier, especially with uniformed groups such as Sea Cadets.

Ditchling Museum Ditchling Museum have run a number of projects with young people helping develop their historical research skills or most recently their craft making skills. They are currently seeking to work with local young people to build an events programme targeted at 12-19 year olds.

The Royal Navy Submarine Museum, Gosport The Submarine Museum has been working with young people as part of its capital project to restore and re-interpret HMS Alliance. Projects include a poetry project with a Pupil Referral Unit, consultation with groups such as Solent Youth Action and Motiv8 (a group working with young people at risk of involvement in petty crime) and events such as Lightnight, involving BA students from the local University.

Brighton Museum and Art Gallery With a Special Projects Coordinator funded by a local school in post within the Education team, Brighton Museum and Art Gallery’s learning programme is well used by secondary schools. The Museum is also working with young people through projects. As part of the London 2012 festival they are working with young people to co-curate a permanent world cultures exhibition. Local Global is one of eight projects that make up the Stories of the World programme, which involves 60 museums in 35 towns and cities, from Brighton to Edinburgh. Brighton also has a youth forum group and offers Creative Apprenticeships.

Pitt Rivers Museum, Oxford The Museum has worked on many projects but most recently has been involved with Design for Life: a national initiative led by the V&A in partnership with five regional museums and galleries. The project culminated in an exhibition of fabrics, lampshades and digital designs all created by Textile design students at Chenderit School, Banbury, inspired by patterns found and stories collected amongst the collections.

Hampshire County Museums Service The EDGE Project seeks to actively engage young people aged 14 – 24 with Hampshire museums, galleries, libraries and discovery centres. The main approach to this is through Young People’s Advisory Panels. The panels meet on a regular basis to discuss current provision for young people, share ideas and plan new exhibitions, events and activities for their peers. They are also on hand to work in consultation with staff about what young people wish to see in the various venues around the county. Find out more from their Facebook page http://www.facebook.com/group.php?gid=20452130765

The V&A The V&A have a wide programme of creative activities for young people linking into the kinds of interest many have in fashion and design. They coordinate the national project: Design for life. www.vam.ac.uk/activ_events/young_people

Plymouth Museum and Art Gallery Plymouth Museum have a Youth Forum called the Core that has been running for a number of years. They have been involved in many projects from graffitiing the school lunch space to running large-sale events for temporary exhibitions. Find out more about the Core, Young Explainers and other work with young people at the museum at www.plymouth.gov.uk/homepage/creativityandculture/museums/museumpcmag/museu msyoungpeople.htm and the Core have their own website: www.thecore.org.uk/

National Portrait Gallery Plymouth Museum was one of the regional partners working with the NPG on their comprehensive e-learning resource for the Creative and Media Diploma. Although the Government has withdrawn active support for Diplomas, the Creative and Media Diploma has proved popular with many students and is still being offered where it had become well-established. Of all the Diploma lines it is the one most easily supported by museum and it may still offer museums an opportunity to link up with their local secondary school or FE college. http://cmd.npg.org.uk/creative-media-diploma/

Youth led projects in museums, galleries and archives MLA and engage have collaborated to produce a comprehensive survey of youth led activity in the sector. The report can be downloaded from: www.engage.org/home/index.aspx

The political context

As part of Every Child Matters, outcomes for young people have been a high political priority for many years. Youth Matters (2005) set out the agenda and providing “positive activities for young people” became a duty of every Local Authority. Until very recently there was funding attached to this through the Youth Opportunity Fund and Youth Capital Fund.

In line with reduced public spending and the change in government however, the policy context is changing. As the Coalition Government steps back from universal services, youth policy is likely to become a series of initiatives targeted at specific groups or issues. Schools and colleges are being refocused on formal education, with any wider social remit neither funded nor encouraged. The big society concept combined with reduced funding is likely to see positive activities reducing or being provided free through charitable organisation such as churches, or charged for.

Previously Youth Services within Children and Young People’s Services (CYPS) may have been a good contact point for museums looking to begin to work with young people. Under the latest funding settlement however, these posts may be under threat. It is useful to be aware of the new funding arrangement for Local Authority services for children and young people as it will materially affect Local Authority services and therefore potential for partnership. For 2011-12 the Government has introduced an “Early Intervention Grant.” This grant runs alongside funding to schools and replaces all of the following separate initiatives: • Sure Start Children’s Centres • Early Years Sustainability inc funding for sufficiency and access, quality and inclusion, buddying, holiday childcare and disabled access • Early Years Workforce inc graduate leader fund and Every Child A Talker • Two Year Old offer: early learning and childcare • Disabled Children Short Breaks • Think Family • Children’s Fund • Child Trust Fund • January Guarantee • Children’s Social Care Workforce • Challenge and Support • Connexions • Youth Crime Action Plan • Youth Opportunity Fund • Youth Taskforce • Young People Substance Misuse • Teenage Pregnancy • Positive Activities for Young People • Key Stage 4 Foundation Learning • Targeted Mental Health in Schools • ContactPoint • Intensive Intervention Grant

Funding overall to these initiatives has been cut by almost 11% and ring-fencing has been removed. Local Authorities are therefore currently deciding how to allocate funding between these areas of work. Whilst there is uncertainty about how this will develop in each Authority it is likely that reduced funding will be targeted on those most in need or where the impact is greatest.

In addition to a focus on positive activities for young people, previous policy has stressed the importance of improving outcomes for Looked After Children, Care Leavers and young people not in employment, education or training (NEET). This focus is likely to remain. In addition to statutory services run by Local Authorities there are many community and third sector organisations working with young people around these issues and some of these may be interested in partnership working. The list below offers some starting points but community organisations are often very local so it’s best to look for contacts close to home.

Young People in care

V inspired and The Who Cares? Trust are running a joint project called “Don’t Write Us off” aimed at challenging stereo-types around care to celebrate National Care Leavers Week (March 2011). vinspired.com/who-cares-about-care www.thewhocarestrust.org.uk/pages/our-current-projects.html

The Care Leavers’ Association is a not for profit group run for care leavers by care leavers. www.careleavers.com/

The National Care Advisory Service (NCAS) is the national advice, support and development service focussing on young people’s transition from care. www.leavingcare.org/

The NSPCC website has a number of useful resources. Search for Children in Care for an easy to read Child line Factsheet on the issues. www.nspcc.org.uk/

Not in Education Employment or Training (NEET)

The Future Jobs Fund that was a central government fund aimed at getting young people into work has been stopped. However some organisations are still offering opportunities. Examples include:

The Wheatsheaf Trust operate in Hampshire, offering Real Engagement Active Training http://wheatsheaf24.demonweb.co.uk/?page_id=28

The Princes Trust: Operating across the South East region, The Princes Trust offer a programme called TEAM, short courses to start young people in new lines of work (“Get into” and “Get started”) and support for young people to begin their own business (“The Enterprise Programme”). All of these offer the potential for partnership with museums. www.princes-trust.org.uk/need_help/in_your_region/london__south_east.aspx

Motiv8 Motiv8 is a charity that works with 8-25 year olds, with a primary focus on 13-19 year olds. Their open access (universal) activities offer both ‘diversionary’ provision and also assist in developing positive peer groups and role models. Activities may be used to identify young people who would benefit from further targeted support, as well as create an environment where young people can experience leadership responsibilities. www.motiv8south.org.uk/ 16

Safeguarding

What is “safeguarding”?

The government guidance on “Working Together to Safeguard Children” (2010) defines safeguarding children and promoting their welfare as: • protecting children from maltreatment • preventing impairment of children’s health or development • ensuring that children grow up in circumstances consistent with the provision of safe and effective care • enabling those children to have optimum life chances and enter adulthood successfully

Local authorities use this guidance to produce their own procedures, which should be followed by practitioners and professionals who come into contact with children and their families in that particular local authority area.

What does it mean for museums?

Although museums are not front line agencies providing services for children, our sector works with children and needs to take safeguarding seriously. Safeguarding children is everyone’s responsibility, whether your museum is independent, or Local Authority funded and therefore under a statutory duty under section 11 of the Children Act (2004).

Museums also have responsibilities towards their staff and volunteers, to ensure that they have confidence in dealing with children and young people and can follow appropriate procedures if a difficult incident occurs. Just as a museum should have an emergency plan in place, policies and procedures on child safety should enable a professional approach to always be taken.

The MLA’s “Safeguarding Guidance for Museums, Libraries and Archives” (2008) states that museums are therefore expected to have:

1 Safeguarding policies and procedures that recognise safeguarding children is a key priority for your organisation. 2 A commitment by senior management to safeguarding children. 3 A clear line of accountability for safeguarding children. 4 Safe recruitment and human resources procedures that take account of safeguarding, including arrangements for making appropriate checks on staff and volunteers. 5 Procedures for dealing with allegations of abuse against staff. 6 Safeguarding training and awareness-raising in place to enable all staff to carry out their responsibilities effectively. This should include induction and refresher training. 7 Arrangements in place to ensure museums, libraries and archives work effectively with other organisations to safeguard children. 8 A culture of listening to, and engaging in dialogue with, children. 9 Appropriate whistle-blowing procedures.

But isn’t it all changing?

The main thrust of safeguarding policy has not changed. Organisations still need to have policies and practices in place that keep children safe. The previous government planned to introduce a new Vetting and Barring scheme through the Independent Safeguarding Authority. On 15th June however the Home Secretary announced that the coalition Government is to review Vetting and Barring Scheme registration and the Independent Safeguarding Authority to ensure that they are scaled back to "common sense levels".

What this means in practice is as yet unclear. Currently, the existing guidance is still in force and you should continue to carry out appropriate pre-recruitment checks, including CRB (Criminal Record Bureau) checks where appropriate or required by law.

Where can we get reliable information? www.safenetwork.org.uk The Safe Network is run by NSPCC and Children England. This site gives up-to-date news as well as help and advice. www.nspcc.org.uk The Help and Advice section of the NSPCC website provides a comprehensive information service for organisations. Click through to the Child Protection Resources where you will find an extensive library, including “How does the child protection system work in the UK?” (April 2010).

Local Safeguarding Boards in the South East will be able to give you the most up-to-date guidance for your area. Hampshire, Portsmouth, Southampton and the Isle of Wight can all be found at www.4lscb.org.uk. For other authorities enter your Local Authority name and LSCB into a web search engine like Google. http://www.thinkuknow.co.uk/parents Thinkuknow is run by the Child Exploitation and Online Protection (CEOP) Centre. The parents’ pages give a really comprehensive introduction to safeguarding and new media.

Museum sector: http://abcofworkingwithschools.org.uk/getting-started/setting-up-a-service-for- schools/planning-for-learning/safeguarding/ The ABC of Working with Schools has a Safeguarding page, which signposts useful further resources including a link to Hampshire’s guidance on using images of people and gaining permissions. www.mla.gov.uk The MLA guidance referred to above can be downloaded from the publications archive on the MLA site and still offers useful advice. Please note the 2010 bulletin has been superseded by the coalition Government’s review of the system.

Signposts to Resources for funding

Young people have been a government focus for the last decade and even with a change of government there are still funding streams with a strong focus on 14-24 year olds. In particular, funders are often interested in improving outcomes for those young people most in need, for example young people not in education, employment or training (NEET) or care leavers.

Although funding for working with young people has not been cut specifically, it is part of Local Authority spending which has been significantly reduced overall. What’s more, funding around positive activities for young people, teenage pregnancy and substance misuse have all been aggregated within the “Early Intervention Grant” which means Local Authorities will have to choose between funding youth services and other services such as Sure Start.

There are still specific funding streams for working with young people however and these include:

HLF: Young Roots Young Roots is a grant programme designed to engage young people aged 13-25 with their heritage. Young Roots projects stem directly from the interest and ideas of young people, who are supported by youth and heritage organisations to develop skills, build confidence, and connect with their local communities. Young Roots projects are based on partnerships so a museum would need to find a youth organisation to work with. They are expected to be highly participatory for, if not led by, young people and either offer a chance for young people to develop new skills or create volunteering opportunities. Young Roots offer sums of £3,000 to £25,00 and is a rolling programme with no deadlines for applications. The HLF website offer practical tips and even a worked example of a project plan. www.hlf.org.uk/howtoapply/programmes/pages/youngroots.aspx

Local funds Many local funds have a specific interest in supporting work with young people. These tend to be smaller grants, but very focused. The best way to see what is on offer is through your local Community Foundation Network (see Community Giving in section 2 below), but in Kent for example 5/10 grant awarding funds mention young people specifically and most of the remaining 5 do not rule out young people. www.kentcf.org.uk/funds.html

The Peter Harrison Foundation This Foundation has a funding stream entitled Special Needs and Care for Children and Young People and focuses on the South East of England, excluding London. It seeks to support: • projects that work with or benefit disabled, chronically or terminally ill children and provide support for their parents and carers • projects that help to engage children or young people at risk of crime, truancy or addiction • projects organised for young people at risk of homelessness or that provide new opportunities for homeless young people www.peterharrisonfoundation.org/programme.htm

Comic Relief Comic Relief runs a number of specific funding programmes. These are highly targeted at very specific needs but do include some focused on young people. Current programmes (to 2012) offer funding for work around young people and mental health (they warn this is a heavily subscribed fund) young people and alcohol and young people and domestic or sexual abuse. http://www.comicrelief.com/apply-for-a-grant

BBC: Children in Need Grants are open to organisations working with disadvantaged children and young people who are 18 years old and under. Organisations must be based in the UK and be a registered charity or other not-for-profit organisation. There are four general grant deadlines each year: 15 January, 15 April, 15 July, 15 October. Within the general grants programme, you can apply for: Small Grants of £10,000 or less per year for up to three years Main Grants over £10,000 per year for up to three years http://www.bbc.co.uk/pudsey/grants/

Esme Fairburn Foundation The main grants programme has an education focus and the smaller strand programmes includes a fund for museums and another for food, which could offer some opportunities. The museum strand will continue in 2011 but will be re-shaped so check the website for details. The Foundation is especially interested in projects that have the potential to affect national policy or practice. They won’t fund capital costs or anything they consider to be core and properly funded by local or national government, but they will cover staff costs associated with new programming. www.esmeefairbairn.org.uk/funding/index.html

Wellcome Trust The public engagement arm of the Wellcome Trust’s funding programme offers a number of possibilities for museums who might be wanting to look at bio-science communication with young people. The remit is quite broad and there is an Arts stream too for those wanting to explore bio-science themes through art. They also have a capital funding programme for larger museums with science collections wanting to develop new buildings or exhibitions. www.wellcome.ac.uk/Funding/Public-engagement/index.htm

Institute of Physics The Institute of Physics gives relatively small grants for public engagement with physics. The public engagement grant scheme provides up to £1000 to individuals and organisations running physics-based events and activities in the UK and Ireland. The grant scheme has two rounds each year and can be aimed at young people although not as part of their usual curriculum based lessons. Recipients of the award can apply each year for further funding as long as it is for a new idea or extension of the previous year’s work. http://www.iop.org/about/grants/outreach/page_38843.html

In September 2010, Hopkins Van Mil ran a training event for Renaissance South East and produced the following advice sheet on where to look for possible funding, based on advice they give to organisations on their fundraising activities for learning. Links were checked against publicly available information and were correct at the time of publication. 20

1. A Selection of Funders for Projects Involving Young People

Big Lottery Fund: Awards for All – England The Awards for All programme aims to help improve local communities and the lives of people most in need. It funds projects that meet one or more of the following outcomes: • People have better chances in life - with better access to training and development to improve their life skills. • Stronger communities - with more active citizens working together to tackle their problems. • Improved rural and urban environments - which communities are better able to access and enjoy. • Healthier and more active people and communities. Grant range: £300 to £10,000 www.awardsforall.org.uk/england

Bernard Sunley Charitable Foundation The Foundation does not publish specific areas of interest in order to maintain a broad spectrum of charitable giving. Grants usually fall into particular categories including Community, Youth, Health, Leisure, Welfare & Education. Grant range: £5,000 to £100,000 No web address. Tel: 020 7408 2198. Email: [email protected]

The Ernest Cook Trust As well as offering a wide-ranging programme of land-based learning for children and young people, the Ernest Cook Trust gives grants to registered charities, schools and not- for-profit organisations wishing to encourage young people’s interest either in the countryside and the environment or the arts (in the broadest sense) or aiming to raise levels of literacy and numeracy. Grant range: Under £4,000 in the small grants programme / Over £4,000 in the larger grants programme www.ernestcooktrust.org.uk

The Fidelity UK Foundation Aims to fund strong charities that can add lasting, measurable value. Aim to seek to support strategic initiatives that enable charitable organisations to reach new levels of achievement. Grants are intended to strengthen charities and encourage the highest standards of management and long-term sustainability. Giving is primarily allocated to community development, health, arts, culture, and education. www.fidelityukfoundation.org

The Foyle Foundation The Foundation now operates a Main Grants Scheme supporting charities whose core work covers Arts and Learning and a Small Grants Scheme covering small charities in all fields. Grant range: Up to £10,000 in the small grants scheme / up to £250,000 in the main grants scheme. www.foylefoundation.org.uk

The Idlewild Trust The Idlewild Trust is a grant making trust that supports registered charities concerned with the advancement of education, the encouragement of the performing and fine arts and the preservation for the benefit of the public of lands, buildings and other objects of beauty or historic interest in the United Kingdom. Grant range: small grants, unspecified www.idlewildtrust.org.uk

Garfield Weston Trust Aims to support educational projects supporting people of all ages and abilities and encourage young peoples’ participation. Recent funding has supported projects in the following categories: Arts, Community, Education, Welfare, Medical, Religion, Youth and Environment. Grant range: Up to £500,000 www.garfieldweston.org

The Paul Hamlyn Foundation The foundation makes grants to organisations which aim to maximise opportunities for individuals to experience a full quality of life, both now and in the future. In particular the foundation is concerned with children and young people, and others who are disadvantaged. It supports innovative proposals and encourages sharing new practice. The work supported is intended to be exemplary and to have the potential to transform policy and/or practice beyond the level of a single organisation or institution, and ideally across local authority areas and within the wider education system or sector. Grant range: unspecified www.phf.org.uk

The Ragdoll Foundation (currently closed till 2011) Dedicated to developing the power of imaginative responses in children through the arts. Aims: • Provide a space for alternative thinking, voices and practices, • Seek new creative solutions • Seek partners, collaborate and share knowledge • Promote a culture of innovation and creativity Grant range: Unspecified www.ragdollfoundation.org.uk

The Woo Charitable Foundation Advancement of education through the development of arts with a specific aim of helping children, young people and those less able to help themselves. Grant range: Up to £25,000 No web address. Tel: 07974 570475.

2. Advisory Organisations and Professional Associations

Arts & Business Nutmeg House, 60 Gainsford Street, Butler’s Wharf, London SE1 2NY. Tel: 020 7378 8143. Email: [email protected] • Arts & Business Individual Giving Manual, very helpful step-by-step guide to why individual’s give to the cultural sector including the involvement of the Board and making appropriate approaches to gain close involvement with those who might give to your institution http://www.artsandbusiness.org.uk/ • A&B Skills Bank – enabling business people to share their specialist knowledge with the cultural sector; A&B Board Bank - supporting the recruitment of business people to non-executive positions in cultural organisations; A&B Development Forum – a membership association for arts fundraisers http://culture-forum.org.uk/

The Big Give Features over 7,000 charities working all over the world. Museums with learning projects and programmes can promote them and find supporters. The idea is to encourage a large number of people to give a small amount of money to the cause from posts to capital projects. There are opportunities for donors to double their donations or leave legacies. http://www.thebiggive.org.uk/

Directory of Social Change 24 Stephenson Way, London NW1 2DP. Tel: 08450 777707. Email: [email protected] • General information on the Directory of Social Change’s fundraising publications from directories to handbooks http://www.dsc.org.uk/Publications/Fundraisingsources • A Guide to the Major Trusts 07/08 - Volume 1 Tom Traynor and Denise Lillya, covers the top 400 trusts in depth http://www.dsc.org.uk/Publications/Fundraisingsources/@71555 • A Guide to the Major Trusts 07/08 – Volume 2 Alan French, Jessica Carver and John Smyth, covers the next 1,200 trusts http://www.dsc.org.uk/Publications/Fundraisingsources/@71557 • The Directory of Grant Making Trusts 07/08 published in association with the Charities Aid Foundation (CAF), Alan French, Tom Traynor, John Smyth, Catriona Chronnell, Jessica Carver, Denise Lillya & Sarah Johnston, lists over 2,500 trusts http://www.dsc.org.uk/Publications/Fundraisingsources/@71539 • The Grant Making Trusts CD-ROM 2007 – searchable CD Rom, but lacking detail so needs to be used in conjunction with Internet searching http://www.dsc.org.uk/Publications/Fundraisingsources • The Complete Fundraising Handbook, New Edition, Nina Botting Herbst and Michael Norton http://www.dsc.org.uk/Publications/@2613 • Writing Better Fundraising Applications, Mike Eastwood & Michael Norton, 3rd Edition – really good, practical guide to application making http://www.dsc.org.uk/Publications/Fundraisingtechniques/@2929 • Why Rich People Give Theresa Lloyd, published by the Association of Charitable Foundations (ACF) – based on a three year research project, this book is helpful in identifying some of the motivations for individual giving http://www.dsc.org.uk/Publications/Fundraisingtechniques/@2923 • Community Fundraising: the effective use of volunteer networks, Editor Harry Brown, DSC/ ICFM/ CAF 2001

Institute of Fundraising The professional body for fundraisers with codes of practice on a range of issues including Event Fundraising http://www.institute-of-fundraising.org.uk/ All the codes of practice are listed here: http://www.institute-of- fundraising.org.uk/Codes_and_regulation

National Council for Voluntary Organisations Regent’s Wharf, 8 All Saints Street, London N1 9RL. Tel: 020 7713 6161. Help desk: 70800 2 798 798. Email: [email protected] • Charitable Giving and Donor Motivations – an analysis of why people give to charities http://www.ncvo-vol.org.uk/research/giving • Full Cost Recovery a guide and toolkit for calculating the actual costs of all your programmes and presenting these transparently to funders http://www.ncvo-vol.org.uk/adv ice-support/public-service-delivery/resources • Funding and finance guides to: Sustainable Funding; Financial Management; Fundraising; Trading; Procurement and Contracting; Loans and other forms of finance, edited by Deborah Turton, published September 2006 http://www.ncvo- vol.org.uk/products-services/publications/introductory-pack-funding-finance-voluntary- community-organisation s

HM Revenue & Customs • Information on Gift Aid, payroll giving and tax issues related to individual giving http://www.hmrc.gov.uk/charities/guidance-notes/intro.htm

Charities Aid Foundation • UK Giving 2009 an invaluable annual survey of the type and range of charitable giving in the UK including how much is given and types of donor http://www.cafonline.org/Default.aspx?page=17922 • Gift Aid 2006 a CAF briefing paper on the scheme including information on take-up, latest trends and background information http://www.cafonline.org/Default.aspx?page=7669 • Payroll Giving 2005 an analysis of the scheme, background information and information on promotional campaigns and incentives http://www.cafonline.org/Default.aspx?page=7670 • Grant making by UK Trusts and Charities a CAF briefing paper providing a statistical analysis of non-governmental grant makers in the UK and the nature and extent of their grant giving. http://www.cafonline.org/default.aspx?page=12442 • Charity Internet Supporters small sample survey on a potentially new breed of Internet Supports of charities http://www.cafonline.org/pdf/InternetSupporters.pdf

Community Giving • Community Foundation Network: http://www.communityfoundations.org.uk. Community foundations are charities dedicated to strengthening local communities. They manage funds donated by individuals and organisations and act as the link between donors and local needs. Community Foundations have been active in the UK since the 1980s; a rapidly growing network of 60 foundations is now established across the country. • Institute of Fundraising (http://www.institute-of-fundraising.org.uk): join a Regional Forum; listen to pod cast Community Giving Conference November 2007 • Community Fundraising, publication, see Directory of Social Change

Philanthropy UK: Inspiring Giving Philanthropy UK provides free and impartial advice to aspiring philanthropists who want to give effectively. They develop and share current information and best practice on giving; provide accessible links to specialists; and aim to inspire more people to become philanthropic and so enjoy the extraordinary rewards this brings. It is a charitable organisation funded by the Cabinet Office. Although primarily for philanthropists it also has an advisory section for grant seekers which is worth exploring. http://www.philanthropyuk.org

The Funding Network The Funding Network (TFN), founded and organized by a group of donors, has been described as a cross between a “Dragon’s Den for charities” and an auction. They organise regular day and evening events where a pre-selected group of innovative social change charities explain (in 6 minutes each, plus time for questions) what they would do with £5000, and potential donors listen, question and, if they wish, offer funding there and then to those that attract them. As a registered charity itself TFN handles all payments to the projects, collecting gift aid where appropriate, and preserving the donor’s anonymity unless they wish otherwise. Full details are available at www.thefundingnetwork.org.uk

The Directory of Social Change Founded in 1974, The Directory of Social Change is an independent charity with a vision of an independent voluntary sector at the heart of social change. They provide information and training to the voluntary sector to enable charities to achieve their mission. They also publish charity sector research to create debate around government policy, trust funding, and other issues which threaten the independence of smaller charities. You can find their funding guides at: http://www.dsc.org.uk/Publications/Fundraisingsources. Information about a potentially useful book looking at how volunteers can be a source of fundraising support can be found at http://www.dsc.org.uk/Publications/Humanresources/@2609

Ensuring access for all audiences

What does universal access mean?

The legal requirements that were embodied in the Disability Discrimination Act (DDA) and the Race Relations Act now form the main plank of the Equality Act 2010 which brings all discrimination and equalities law into a single equalities framework. 90% of the framework became statutory in October, with the Government considering the best timetable for implementation of the remaining 10%. This is such a huge field that the best way to understand any changes is to look at the Equalities website: http://www.equalities.gov.uk/equality_bill.aspx.

Beyond statutory requirements however there are sound ethical and business reasons for seeking to be as accessible as possible. Widening participation in culture and heritage helps promote equality of opportunity and combat social disadvantage. By reducing or eliminating barriers to participation we ensure that everyone who wants to can engage with our buildings, collections and stories and we build the museum audiences of the future. As sustainable businesses it is hugely important to ensure that everyone who wants to learn from and enjoy museums is able to do so. To achieve this we need to actively consider the barriers that may face audiences and ensure that the services we provide overcome these barriers.

Young people’s barriers are often barriers to traditional forms of museum visits as well as to perceptions of the museum itself. Inclusion work often therefore looks for other forms of engagement beyond a “visit”, e.g. volunteering, clubs or creative projects.

What are the main barriers to participation for young people?

Young people may face the following barriers:

Physical Possible issues include: • travel time and distance, suitable public transport, car parking • level access: stairs, ramps, lifts, entrances for wheelchair users and families with buggies • practical facilities: picnic space or cafe, toilets, baby change

Sensory Possible issues include: • multi-sensory experiences: young people often enjoy sensory experiences, especially those with sensory loss or learning difficulties • accessible resources provided for visually impaired visitors, e.g. large text, audio, read descriptions, opportunities to touch • accessible resources provided for hearing impaired visitors: transcripts of audio, induction loops, people who can sign

Intellectual Possible issues include: • active learning: most young people enjoy active learning and hands-on approaches 26

• familiar themes: young people need content that is relevant and of immediate interest • over reliance on reading: try to keep reading and writing to a minimum. Use formats and language that connects to a wide range of people • plain English. There are lots of guidelines available for how to write accessible text for visitors. Try using plain English, break up text into manageable chunks and adopt a friendly informal tone. • pitching at the right level: all visitors need to begin with something they understand.

Cultural/social/attitudinal Possible issues include: • perception: young people are especially aware of their peer group perception and museums do not tend to feature in teen culture in particular • social interaction: young people have the strongest need of any audience for social learning • welcome: young people may not be used to museums and may not feel comfortable or confident. Make them feel welcome. • think about the cultural and social backgrounds of your visitors and local communities. Are they reflected in the displays?

Financial Possible issues include: • entrance or activity costs • ticket structures: do you provide concessions for students and unemployed people

Organisational Possible issues include: • opening times and days: do these fit with people’s free time? Could you open on an evening occasionally to cater for young people who may work on a weekend? • marketing: do you provide the information young people need in the places they like to get their information?

Culture on Demand (DCMS 2007) highlighted 6 drivers of participation that can be used to inform the planning of inclusive services: • children and families wanting to spend time together and learn something • socialising and social networks • identification and relevance to them • local interest • positive experiences (prompt future visits) • trust and confidence

Where can we get further information? http://www.mla.gov.uk/what/support/toolkits Inspiring Learning for All has lots of advice on access. The MLA toolkit Libraries and Disability has some useful modules for museums wanting to begin work on increasing access for disabled visitors. http://www.plainenglish.co.uk/ The Campaign for Plain English offers free guides and lots of helpful advice. www.artsaward.org.uk/ Arts Award is an award scheme for young people that includes visiting arts venues and volunteering. (See page 10 of this pack for more details). 27

Evaluation

If you always do what you’ve always done, you’ll always get what you’ve always got.

www.artscouncil.org.uk/publications On ACE site search for Partnerships for learning: a guide to evaluating arts education projects. Really useful overview and practical guide.. http://abcofworkingwithschools.org.uk/getting-started/setting-up-a-service-for-schools/meeting- school-needs/evaluating-your-service/how-to-evaluate-with-schools-2/ Why evaluate learning in museums? “Why evaluate learning” page gives a useful rationale and further links tor resources as part of the ABC of working with schools The Friendly Evaluation Toolkit Toolkit offers a comprehensive walkthrough with useful questions. Produced for the National Trust. www.evaluationtrust.org The Evaluation Trust toolkit: Good online toolkit with some nice activity ideas. www.mla.gov.uk/what/programmes/renaissance/regions/east_of_england/news/publications Evaluation toolkit for museums practitioners: Practical step by step guide with case studies produced by Renaissance East of England. www.inspiringlearningforall.gov.uk/toolstemplates/ Explains how to set learning outcomes. Also in the Download library are evaluation case studies and a Question Bank. www.evaluation.org.uk/resources/guidelines.aspx The UK Evaluation Society Good Practice Guidelines gives a set of criteria for evaluators, those commissioning evaluation and organisations beginning to self evaluate. www.vam.ac.uk/about_va/whoswho/dept_learning/Evaluation%20Reading%20List/index.html Comprehensive list for anyone wanting to go in-depth. http://www.voluntaryarts.org/uploaded/map2987.pdf http://www.voluntaryarts.org/uploaded/map2988.pdf These two pdfs together provide a very useful and practical guide to why evaluate, and how to go about it. The case studies and examples offer some good ideas that could be used in many situations. http://www.participatorymuseum.org/chapter10/ Chapter 10 of this online book is on evaluating participatory projects. It offers a largely US, and quite academic, based view but is nonetheless useful for thinking in a more creative way about capturing outcomes.