Community Outcome Summary | 2019-20 Introduction
Total Page：16
File Type：pdf, Size：1020Kb
Community Outcome Summary | 2019-20 Introduction As a progressive landlord, our mission is to provide quality homes and places, making more things possible for more people. Recently, ForViva launched a Group During the year, we evaluated the impact Wellbeing Strategy, which influences of 33 activities and found that these how ForHousing, as a group member, collectively delivered £2.6m social value. will empower people’s potential, invest From April 2020, we are measuring and in homes and spaces and continue to reporting against the outcomes set in the work with communities to understand Group Wellbeing Strategy. what they need. We know we can’t have the impact we We care about tenants, about communities want on our own. I would like to thank and about places. By prioritising wellbeing, partners, tenants, customers and, of course, we want to create a future for people colleagues that have all played a part in where anything is possible. achieving these fantastic outcomes. This will be the last year that we measure Together, we can deliver real change. the outcomes of projects under the Community Impact Strategy themes; health, education and employment, safe communities and neighbourhood. Stephen Reuben Chair of ForHousing board 2 3 Community Impact In its fifth and final year, performance against our Community Impact Strategy is summarised below 284 people completed 68 people secured a job 532 anti-social behaviour £2.6m 33 149 much needed new social value generated key community training or a work - including apprenticeships cases were successfully handled homes were regenerated using (not all social value impact activities placement – also achieving and self- employment can be measured with 133 qualifications outdated and underused spaces a cash value) 950 people received young people 575 tenants support to access work attended 265 youth 547 young people accessed person or learning - 311 had 112 club sessions £1.5m 12,718 complex barriers received support to help centred support to of extra money tenants and to work deal with domestic abuse help them sustain brought in on customers their tenancy behalf of tenants positively impacted 247 £3.2m delivery partners of internal (58%) including 28 and external (42%) schools investment 47 tenants with Safe communities dementia took part in music therapy Education & Employment Neighbourhood Health 93 extra care 44 volunteers 802 young people 1,175 tenants had 140 people had a 178 groups received £157,332 transformed a 759 homeless or tenants attended 94 families attended family were physically active access to social conversation with 9 in-house and external grants to neglected community potentially homeless classes to improve clubs, which facilitated a and learnt new things activities in supported resident advisors to agree deliver activities they considered 4 garden into a well-used households accessed 5 balance to training and development at free school holiday and extra care homes community priorities valuable to their community community space a stable home prevent falls programme for parents activity sessions Education and Employment Case Study: Brogan’s story Brogan was referred to School Links as he was struggling with class based learning. He attended four days a week throughout his Year 10 and 11 school years. Brogan found the delivery style of Our aim: the centre and the practical elements, especially joinery, suited his learning style. In this setting he became hard working and dedicated. When a joinery apprenticeship was announced, Brogan was the “ Residents will, where able to, be working ideal candidate to put forward. Brogan started his joinery apprenticeship with Liberty and is now and/or learning.” attending college one day a week, learning practical skills for his trade and functional skills of Maths and English. Working with partners £794k was invested in eight key Brogan told us, “Since starting my apprenticeship, my confidence and independence has really activities. This reached 914 tenants and customers to achieve grown. Sticking to my work hours and being at college has helped me improve my time keeping and outcomes in six areas influencing education and employment. I’m really enjoying learning my trade. It’s nice to be earning money now as well, which allows me to buy tools and clothes. Without the Skills Centre I would not be where I am.” • Employment • Quality family time • Employability • Health and wellbeing Brookside Enrichment Club - Year Two • Work and life skills • Rewarding self-employment This weekly term time club supported 16 primary school children to improve skills needed to learn and get on in life. The children took part in themed activities to improve their social and emotional progress and their learning confidence. They also worked with Liberty to improve career knowledge and increase aspirations. Pupils and teachers completed before and after ratings for areas identified as important for learning: Priority Objective: feelings of security, relationships and communication, confidence and self-esteem and learning and understanding. The total score showed an improvement of 12 per cent (the total 3,028 before score Support an increase in educational attainment levels improved to a 3,392 after score). School Links - Year Five Case Study: M’s story Our Skills Centre provided construction training and experience When M first attended the Enrichment Club they wouldn’t talk and struggled to engage or make to 70 school pupils, as an education friends. With support from volunteers, over time, M began to express themselves. The assessment alternative option to classroom education. tool showed most progress in the areas of relationships and communication and M now considers The pupils gained skills useful for employment the needs of others, demonstrating empathy, which has supported them to form positive in the construction trade and 30 pupils relationships with others. The school has observed an increase in M’s confidence and that they are completed the required number of hours to helpful to others, which at just seven years of age is another significant development milestone. achieve nationally recognised qualifications. Three of the eight pupils, who have since left school, have In the Enrichment Club, M developed their tenacity and is now less likely to give up on a challenge. gone on to gain employment through an apprenticeship Previously, they would speak negatively about their abilities and over the weeks M was supported to in construction. develop their self-confidence and to tackle negative self-perception. The nature of the Enrichment Club means that older children play a role in encouraging other members. This positive exposure to older children gives them opportunity to develop confidence and resilience within the school community. 6 7 Case Study: The Prince’s Trust Team Programme One young person was working with the job centre and finding it difficult to find work. She was very reluctant to join the programme and the provider, Greater Manchester Fire and Rescue Service (GMFRS), met her several times before she was finally convinced. Once she agreed they worked out a support plan with her and had regular check-ins during the course to ensure she was coping. A lot of focus was placed on the icebreaker and team building sessions in the first week to help her get to know her teammates and to make sure that she was as comfortable as possible. Throughout the programme she was pushed out of her comfort zone and was praised when she was able to achieve something better than she expected. She thrived and her mental health improved as a result. She completed her work placement at a housing scheme for older people and did some mock interviews, which gave her work experience and constructive feedback to help with her CV and real interviews. Towards the end of the programme she started job searching, supported through local agencies, and was successful in getting the first interview she’d had in years. She was ecstatic when she was offered the job which she started at the end of the programme, earning money herself instead of relying on benefits. Following the programme, she helped GMFRS recruit for the next team by attending one of the job centre sessions, where she spoke to some of the young people about her experience. The job centre was thrilled to see her doing so well and asked her to provide some information to show other young people they worked with how much she had benefitted. She said, “I have managed to get a hold over my mental health and my confidence has grown during the 12 weeks I was on the course. I’m pleased that I got a job. Without The Prince’s Trust I truly feel I wouldn’t have come as far as I have.” Priority Objective: Increase numbers of available pathways into sustainable employment The Prince s Trust Team Programme - Year Seven This 12 week personal development programme provided young people, not in education, employment or training, the opportunity to take part in inspiring and worthwhile activities. We supported three cohorts and 21 young people completed all or some of the programme, including six participants still on the programme at year end. Activities included a residential week, work experience, community work, career planning and team challenges. The teams achieved 153 qualifications, completed 979 hours of work experience and 996 hours of volunteering in the community. Since completing the programme 11 (73% of the 15 who had completed it) had progressed into education, employment or training. 8 9 Inspiring Futures Family Clubs - Year Two These family clubs ran for one hour per week during term time at four primary schools. The clubs built relationships with 94 families in the community and facilitated a training and development programme based on their needs. Families had a selection of games and educational activities suitable for all ages and abilities, alongside weekly themed activities of sport, crafting or baking.