External Evaluation Take Two

External Evaluation – Take Two: Interim Report December 2011Prepared by: Nors Jackson Consultancy Ltd Beechleigh, East Lane, Dedham, Colchester Essex CO7 6BQ00 44 1206 323 822 00 4477719952112 Executive SummaryThis interim evaluation report is based on a number of activities which have been undertaken by the externally commissioned evaluator since the project was set up – attendance at a number of national meetings, a launch and ongoing liaison and contact with the project fund holder – the London Borough of Hammersmith and Fulham Education Business Partnership. The findings of the report study are based on an analysis of monitoring data and a sample of interviewees from a range of the Take Two project stakeholders including ten young people benefitting from the project activity; two mentors; two school staff and two members of the National Steering group. Key findingsYoung people Interviews with five young people from Salford and five from London at an exchange trip event shows that they consider the project has made a difference to them in the specific areas the project aims to address for example:  80% said that they felt their attendance and timekeeping has significantly improved  70% that they had significantly improved their understanding of working life  50% felt that they had improved relationships with friends and teachers  50% felt their self confidence had improved  40% also felt that their communication skills had improved Schools Schools interviewed were extremely positive about the benefits of participation in the project notably in areas of communication and understanding what is required to support young people; equally valued are the experiences in communication, broadcasting and theatre offered through themed project activity; visits to different businesses and the opportunity to travel.Mentors Mentors felt that their skills and experience were being suitably used and were optimistic that they could effectively contribute to the project aims.Achievement of Take Two targets The Take Two project has so far exceeded it targets – notably in the following areas:  100 young people have enrolled on the scheme against a target of 80  Five school coordinators have engaged in the scheme and had school coordinators receive training against a target of four; with a total of seven schools involved in the two locations  Engagement on the scheme of young people considered to be ‘at risk’, has exceeded the set target of 75 by 2.3 Partnership working The extent of partnership working has been considerable with seven schools and 16 organisations (public and private sector) supporting the project. Regular Local Steering Group meetings and National Steering Group meetings have contributed to ensuring that planning and communication between partners is clear and able to enhance partnership working and improved project delivery. 4CONTENTS1. INTRODUCTION AND CONTEXT 61.1 AIM OF THE EVALUATION 6 1.2 LONDON BOROUGH OF HAMMERSMITH AND FULHAM – EDUCATION BUSINESS PARTNERSHIP (EBP) 6 1.3 THE PAUL HAMLYN FOUNDATION 6 1.4 TAKE TWO PROJECT 7 1.5 METHODOLOGY 7 1.6 STRUCTURE OF THE REPORT 82. ACHIEVEMENTS TO DATE 92.1 PARTNERSHIPS AND JOINT WORKING 9 2.2 TRAINING MATERIALS 9 2.3 TRAINING SCHOOL CO-ORDINATORS 9 2.4 MENTORS TRAINED 9 2.5 ACTIVITIES FOR YOUNG PEOPLE 10 2.5.1 Eligible students 11 2.6 TAKE TWO THEMED PROJECTS 11 2.7 DISSEMINATION 123. SUCCESSES 133.1 MENTORING 13 3.1.1 Mentor skills 13 3.1.2 Support and training for mentors 13 3.1.3 Activities undertaken with mentees 14 3.1.4 Progress made with mentees 14 3.2 EXCHANGE VISITS 15 3.3 SPEECH AND LANGUAGE ASSESSMENT 16 3.4 OTHER ACTIVITIES 17 3.4.1 Partnership development and joint working 174. CHALLENGES 184.1 UNDERSTANDING DIFFERENCE 18 4.2 COMMUNICATION 18 4.3 BEHAVIOUR 18 4.4 TIMING OF ACTIVITIES 19 4.5 SUPPORT FOR MENTORS 195. MANAGEMENT 205.1 PROJECT LEAD AND MANAGEMENT 20 5.2 COMMUNICATION BETWEEN MEETINGS 20 5.3 COMMUNICATION BETWEEN SALFORD AND LONDON 206. IMPACT OF ACTIVITIES 216.1 IMPACT ON YOUNG PEOPLE 21 6.2 IMPACT ON SCHOOLS AND WIDER IMPACT 227. CONCLUSIONS AND ACTION POINTS 237.1 ACHIEVEMENT OF TARGETS: 23 5 7.2 SUCCESS OF MENTORING ACTIVITIES 23 7.2.1 Young People 23 7.2.2. Mentors 23 7.3 Partnership working 23TAKE TWO - SUMMARY OF PUPILS INTERVIEWED – OCTOBER 2011 27Annexe 1: Young people’s questionnaire Annexe 2: Summary of young people interviewed Annexe 3: National Steering Group and Local Working Group Membership Annexe 4: Summary of Ten month outputs and outcomes targets Annexe 5: Exchange Trip Itinerary6 1. Introduction and context1.1 Aim of the evaluation This is a formative evaluation, undertaken by an independent evaluator commissioned at the outset of the project, which provides information and comments on the progress made by the Take Two project ten months after its approval for funding by the Paul Hamlyn Trust.The evaluation has been structured to inform the ongoing delivery of the project, to suggest improvements for its effectiveness and to inform dissemination activities. As such, the evaluation is focussed on the challenges and successes of activities that have been delivered and on identifying good practice therein.1.2 London Borough of Hammersmith and Fulham – Education Business Partnership (EBP) The Education Business Partnership (EBP) is part of Hammersmith and Fulham Local Authority.The mission of the EBP is to prepare the workforce of the future and raise the achievement of learners by bringing together parties from education and business for their mutual benefit and for the benefit of the community.The EBP supports education/training providers and businesses through information, training, advice and support.The EBP led on the application for funding from the Paul Hamlyn Foundation for the Take Two project.1.3 The Paul Hamlyn Foundation Paul Hamlyn Foundation is an independent grant-making organisation, with four grant-making programmes. The Take Two Project was developed under its Education and Learning Programme. The Education and Learning Programme has a strong focus on supporting innovation, and aims to foster the development and sharing of new practice, experiences and learning between and within schools, local authorities and voluntary organisations. The Open Grants scheme, under which the Take Two project was funded, supports innovative proposals along three themes: tackling school exclusion and truancy, developing speaking and listening skills and supplementary education.7 1.4 Take Two Project The Take Two project was funded by the Paul Hamlyn Foundation at the end of 2010. The project is led by the London Borough of Hammersmith and Fulham and Salford Education Business Partnerships. A National Steering Group consisting of a range of stakeholders including businesses; schools and health was set up for the project and held its first meeting in March 2011. A key aspect of the project was to develop it in both West London and Salford simultaneously and to use those connections for the benefit of the young people – this activity is supported by a local working group in each location.The project’s aim was to ‘develop and evaluate an innovative project of support for secondary aged pupils that will provide them with effective speaking and listening skills to overcome disadvantage and equip them for the world of work.’The project planned to develop partnerships with local businesses so as to access the skills of volunteer mentors and to provide a real-world context for mentoring, training and otherwise supporting young people. Working with experts in the field, activities planned to be undertaken with young people include:  Assessment and guidance from professionals in the field of speech and language  To develop, in realistic 'real world' contexts, the speaking and listening skills that will help young people to achieve the following outcomes: 1) engage appropriately with the world of work; 2) lead and contribute to positive change in their communities; 3) resolve misunderstandings, tensions or conflict between groups in their school communities: Whilst there will be a particular focus on using these skills in the world of work, young people will be encouraged to identify how their improved speaking/listening skills can help them to negotiate a range of situations  Mentoring and the opportunity to become a trained/mentor tutor to a younger pupil  Activity is delivered under three broad themes - Communications through Broadcasting; Communication through Advertising and Communication through Theatre in addition to a range of single issue work.  Accreditation and training opportunities embracing activities such as listening and speaking skills, music, sport, debating through BBC Speakers Bank  Exchange activities between Salford and London such as visits, e-partnering and video conferencing.1.5 Methodology This interim evaluation is based on the following activities:  Familiarisation with the project application and associated information  Email; telephone and face to face contact and meetings with LB HF EBP  Observation of two National Steering Group meetings and one launch  Analysis of monitoring data8  Qualitative interviews with two mentors, two members of the National Steering Group and two teachers from participating schools  Interviews with ten young people – five from Salford and five from West London - from two schools who completed a questionnaire to establish their views on the benefits to them of the project. The questionnaire was administered by a young researcher, who helped them to complete the questionnaire when required. The questionnaire also formed a baseline, against which their progress will be re-assessed at the end of their participation.Annexe 1 – Young people’s questionnaire Annexe 2 – Summary of young people interviewed1.6 Structure of the report Section 1- Introduction and context Section 2 - Project achievements to date Section 3 - Successes of the project Section 4 - Challenges to the project Section 5 – Project management Section 6 – Impact of the project Section 7– Conclusions and action points9 2. Achievements to date2.1 Partnerships and joint working The project has developed a National Steering Group of stakeholders from both Salford and West London made up of the businesses, schools and colleges and health stakeholders.National Steering Group meetings are held alternatively in the BBC sites in White City (West London) and Media City (Salford). At the time of this evaluation, the National Steering Group has held two meetings - March and September 2011. LBHF EBP services and attends the meetings. In addition, local Take Two Working Groups have been established based in West London and Salford. Local Working Groups have held three meetings – Salford – March, July and October 2011 and West London – May, July and November 2011. See Annexe 3 – National Steering Group and Local Working Group Membership2.2 Training materials A comprehensive Coordinator Handbook has been produced for use in training school co-ordinators. The handbook includes an introduction to the project; an explanation of what is involved is setting up a programme; hints and tips for planning and a description of the Roles of the School/College Co-ordinators. The handbook provides details of the requirements for eligibility to participate in the project and a range of relevant forms and briefings for mentors and mentees. Evaluation requirements are provided for mentors and mentees as well as dates and times of activities and events and useful addresses and other material and information sources.The handbook has been provided under separate cover with the Interim Project Report from LBHF EPB.2.3 Training school co-ordinators The project aimed to have trained four school co-ordinators (see Annexe 4 – Take Two – Summary of outputs and outcomes – Month 10). This target has been over- achieved, with five schools having received training for school co-ordinators to date.2.4 Mentors trained The project has trained 128 volunteer mentors, of whom 87 are from West London and 41 are from Salford.Mentors have been drawn from a variety of organisations including the public and private sectors:The BBC in West London and Salford:  BBC – White City and Media City - is a major provider of mentors, with 24 currently supporting young people in West London and 19 in Salford. 10 The Private sector:  Leo Burnett1 has provided five mentors in West London  L’Oreal2 has had three mentors trained who are awaiting matching with students  BBC Worldwide is a strong supporter of the project, and has provided an additional 28 mentors in West LondonIn addition other stakeholders providing mentors in Salford have provided one or two mentors each including from The Lowry Theatre, Aramex UK International Courier Ltd., Drivers Jonas, Manchester Metropolitan University, Salford City College, Salford University, Izziwotnot, RBUK Legal, Ryder Levitt Bucknall, Bottom Line Corporate Services, Rapport Financial Strategists and Oldham College.In total there are currently 16 organisations supporting the project, four in West London and 13 in Salford.There are five schools in West London currently engaged in the project:  Cambridge School: 2 students  Phoenix High School: 21 students  Henry Compton School: 22 students  Fulham Cross Girls School: 8 students  Burlington Danes Academy: 5 studentsThere are two schools in Salford currently engaged in the project:  Albion High School: 22 Students  All Hallows RC Business, Enterprise & Sports College: 20 students2.5 Activities for young people The project has enrolled more young people on the programme than planned, as demonstrated in Annexe 5. To date:  100 pupils from five different schools are on the programme - Salford – 42; West London -58  83 pupils – 42 from Salford and 41 from West London have taken part in communications workshops and activities  Mentoring: 84 pupils have been paired with a trained volunteer mentor  Peer mentoring: 18 mentees in West London has been paired with young pupils in local primary schools.  In London there are 11 year 9, 27 year 10 and 20 year 11 students on the programme and in Salford there are 14 year 9, 18 year 10 and 10 year 11. students on the programme. Total numbers for year 9 are 25, for year 10 are 45 and for year 11 are 301 A marketing and advertising company 2 A science and cosmetic company 11  In London there are 24 female students and 34 male students and in Salford there are 18 female and 24 male students. Total number of females in the cohort is 42 and total number of males is 58.  In London 38 students in the cohort (65.5% of the total cohort) have been identified as ‘at risk’ and in Salford 39 students have been identified as at risk (92.9 % of the total cohort). Total number of students on the programme identified as at risk is 77 (77% of the total cohort).2.5.1 Eligible students Schools identify students who are ‘at risk’ of becoming NEET (i.e.not in education, employment or training) for participation in the project.2.6 Take Two Themed Projects In addition to mentoring activities, young people have participated in a range of projects based on the three themes of Communication – Broadcasting, Advertising and Theatre, including:  The creation of a radio programme on the subject of Where We Are From, working with a member of BBC Radio 5 Live to create the programme. A key part of the work was being provided with the opportunity to interview Les Ferdinand, Linford Christie and the Manager of Westfield West London.  Participation in the Marketing Your Area challenge developed by Leo Burnett. The challenge gives students a day to prepare an advertising campaign to market their local area. A 20 minute DVD film was created, acting as a reusable resource to add sustainability to the enterprise element of the programme.  The BBC has run a Radio Drama project with young people from Salford which resulted in a short radio play. Both schools took part over 6 weeks with final recordings at Oxford Road. Lowry Youth Theatre actors were also involved and the dramas were played at the launch and the exchange.  West London participants took part in a sports history project aimed at creating a documentary interviewing members of Queens Park Rangers’ Extra Time Club for the over 60’s about their sporting memories. The students learned about interview skills and how to use cameras and editing equipment with the BBC’s 21st Century Classroom.  Salford pupils have taken part in an Army Command activity which included students working as a team to tackle challenging scenarios that soldiers may face. One challenge was to cross a field without touching the grass using only the limited materials provided at the start of the project. Students had to communicate effectively their team to resolve each challenge they were set.  BBC 21CC- Students were set the challenge of creating a piece of music suitable for the Take Two Launch. They used different computer programmes and some students made rhymes or recorded statements about Salford which they added to their songs.  Lowry Theatre Arts Research Project/ Iflourish: Students were given the challenge to research what is available for young people in terms of 12 arts/culture in the local area. Students visited the Lowry and then they themselves chose to visit Ordsall Hall. Students filmed interviews with people working at both of these places and were encouraged to respond constructively to any arts/culture they encountered. Students are writing up reports of their visits and then are working with Iflourish to create some way to tell their peers about what is available in Salford for them. This project is still ongoing.  BBC Project at The Cliff –This was a BBC project that the Salford Foundation fed into and 1 new group went on this as an introduction to Take Two. They were there for 1 hour 30 minutes and took part in workshops related to sport such as writing a BBC Sport news report. 2.7 Dissemination Plans for long-term exploitation of the project results include:  Embedding the materials in the education system, and making them available through networks of universities.  Business partners promoting Take Two in their literature and in Corporate Responsibility Reports and conferences.  Launches and events with representations from businesses, key local and national government reps, head teachers, charities and foundations, arts organisations, senior health service staff and local Authorities. To date, the following dissemination activities have taken place:  Press releases reported in a number of local papers and directories  Two Take Two launches – 3rd March 2011 BBC White City West London and 28th September 2011 BBC Media city, Salford Quays, Salford. The launches were attended by project stakeholders including young people; mentors; teachers; National Steering Group members and Local Working Group members.  Dissemination through LB HF EPB’s membership and participation in an EU funded project - Actvise3 – partnership meetings and project activity in Finland and Denmark has enabled the project managers to promote the work of the Take Two.  BBC Ariel magazine4 has covered Take Two activities as part of its focus on employee volunteering.See Annexe 4 – Summary of ten month outputs and outcomes targets3 http://www.actvise.eu 4 The BBC in house staff magazine available on line 13 3. Successes 3.1 Mentoring Mentoring is a key aspect of the project, which has recruited and trained 128 mentors who have been working with young people in Salford and West London since March 2011. In-depth interviews were held with two mentors, one of whom was mentoring as part of their work as school liaison officer, and with participating schools, in order to identify particular successes and challenges. The schools interviewed were enthusiastic about the programme, feeling that the experience of the young people being mentored was likely to have a profound impact on their achievement: “I think they’re going to get so much from this project because they’ve all already met mentors apart from two. We had an afternoon last Tuesday where they met the mentors and there’re quite thrilled about that.”Coordinators were equally enthusiastic and confident that the mentoring was already having a beneficial impact on pupils:‘So I mean you can see the difference in the first group definitely I can see a difference in their behaviour. I can see a difference in their confidence definitely... being able to speak and look at you and do a presentation’3.1.1 Mentor skills Both mentors interviewed started with considerable skills likely to make them effective mentors. One mentor had previously been a teacher and a trained counsellor, working at a GP practice.The other had a mentoring qualification (Level Two Mentoring Certificate) and had also attended one-day courses.3.1.2 Support and training for mentors Mentor 2 felt that there was considerable support for their role from the Education Business Partnerships (EBP), who are instrumental in coordinating and leading the project:“I do have the EBP there for support if I do need them. And we have review meetings as well, ... so we can sit and discuss our mentees and obviously the mentees can sit and discuss us as well”14 Mentor 1, whilst appreciative of the initial training, felt that a refresher course could have been useful:“The training I thought initially was great... I felt very well prepared for mentoring itself and it covered a lot of different things and it gave me a chance to meet lots of other mentors and we did lots of activities. But we never had any refresher and I felt that once I got going then there was very little contact with other mentors... So all the training was at the start and then nothing much else.”The mentor was aware of the co-ordinator’s existence, and acknowledged that she could contact her if she had a problem - she had not felt the need to do so at the time of the interview. Whilst she was confident that the co-ordinator would help if required, she stated that “nothing’s been explained” about what support the co-ordinator expected to provide.3.1.3 Activities undertaken with mentees Both mentors were seeing their mentee for half an hour every two weeks. At the time of this evaluation, mentors had seen their mentees between two and four times. Neither mentor contacted their mentee between meetings and both expected to keep the same mentee until they left school:Mentors expected the activity to include expanding horizons and increasing awareness:‘…it’s making them aware of what’s out there and showing him you know things that he might not have thought about and giving him access to information. …’3.1.4 Progress made with mentees The project aim is to support young people identified to be in danger of not being in education, employment or training (NEET). As such schools identified pupils who might most benefit from project participation and who exhibited low levels of motivation; self confidence and self esteem. Both mentors felt that they were working with young people who had been correctly identified as being challenging, and were enthusiastic about the opportunities that the relationship could develop. Both felt that, at the start of the relationship, they were at the ‘getting to know them’ stage, but felt optimistic that the young people would make progress in key areas.‘Yeah I would say it’s definitely been successful yeah. It’s sort of…it has matched my expectations yes’.15 Mentor 2 stated that her mentee was “not very motivated” and didn’t see the future as important. Her career aspirations were for hairdressing, although she had been asked to leave a placement at college. In addition, she had very little self-confidence, and her speaking and listening skills were described as ‘not very good’. However, the mentor felt that with the right support, the mentee’s attitudes and qualifications should improve.“So there is quite a bit of work to do there. At the moment, it’s just really getting to know her. We have a nice chat and I ask her how school is and things. I’ve told her that if she needs any help with any subjects, I can ask tutors. So she knows that there is support and help there for her if she wants” Mentor 2 stated that her mentee was ‘challenging’. He was in a vulnerable situation, had been excluded from school several times, and was studying an ‘alternative’ curriculum. She felt that, whilst it was too early to notice improvement due to the mentoring, there was potential, to improve her mentee’s skills in speaking and listening, self-esteem and motivation:‘I think the potential is definitely there. He’s had to come into a room with an unknown adult. He’s been well mannered and has spoken a lot to me. I think I’ve got a lot of potential to improve motivation, in that I’m not a teacher that he thinks he hates and I’m not a member of the family and I think, in terms of motivation, I think I could make a big difference’.The mentor felt that the mentee was beginning to recognise that year ten was an important time and an opportunity to improve his life chances:.3.2 Exchange visits During the period of this evaluation one of the exchange visits, in which West London students were travelling to and staying overnight in Salford, was planned and delivered. Schools’ expectations of the trip were high and the trip was considered by one of the schools as likely to be a ‘really good experience’ for the children, who were motivated by, and looking forward to, the trip. During the trip, students from West London students met the Salford students at the Media City in Salford. They visited Old Trafford (Manchester United Football Ground) and the Imperial War Museum as well as both sets of students having ‘down time’ and meals together. Pupils also visited one of the participating schools in Salford.The trip went according to schedule and was found to be a valuable experience for the young people involved:16 ‘Setting up and organising their risk assessments and getting the kids to bring the forms in and parents showing up to meetings ……. But anyway it went well afterwards, they really enjoyed it.’See Annexe 5 – Exchange Trip Itinerary3.3 Speech and language assessment At the outset of the project ensuring a consistent approach to assessing language and communication levels proved to be challenging. The time and skills required to undertake a clinical approach to assessment were neither readily available nor affordable within the project. The project formed relationships with speech and language therapists, in order to develop an assessment tool whereby non-qualified staff could screen language skills. As a result of this partnership, a simple speaking and listening assessment has been developed to capture any changes, alterations and improvements in the use of existing speaking and listening skills in new contexts: ‘What we are doing is trying to give people a better understanding of their communication strengths and needs. Base levels will also be recorded.’The project recognised that this aspect of the work was critical to the success of the project, so as to ensure that mentors and teachers were better informed about the needs of the young people:‘…And the vast majority of young people have got really significant pockets of weakness in their communications skills and that then impacts on their expressive communication (and) on their receptive communication…’It was equally important for mentors and other working in the project to understand the impact of having low levels of language skills and communication to identify how they could best relate to their young mentees:‘…for example quite a lot of the young people have required what I would call visual backup. So they find receptive language quite difficult to manage so they need some sort of visual supports to keep them clued in and reduce the receptive load.”By having this understanding it was felt that the project could address one of the keys obstacles to young people at risk of being NEET more effectively.In Salford, where student received an in-depth language and communication assessment 80% of the students involved were found not to have the speaking and listening skills they would be expected to have for their age group, the speech and language assessment was described as a ‘huge success’ and “absolutely superb’. 17 One teacher interviewed felt that the young people who had participated in the assessment had benefited from it enormously. She stated that, far from finding it intimidating or threatening, they had sat down with the school to discuss the results, which had then been used by the school to improve their teaching methods.“For example, I now know that one of my girls needs everything ‘chunking’ because she doesn’t retain it. . . (So), if I give her an instruction I (now) say ‘okay do that and I’ll come back’. Whereas before I would say ‘do that and then when you’ve finished that’. But she can’t hold that. And I’ve passed that onto other staff, so now the teaching of that group has been really, really helped.”3.4 Other activities3.4.1 Partnership development and joint working All of those interviewed valued the opportunity the project provided to develop new and strengthen existing partnerships across the public and private sector.‘So in that sense this is a very good match for businesses, it’s a good project something which looking to improve peoples’ communications skills it’s a good project for a business to be associated with because they’ve all got some expertise in house to offer.’ The launch events brought together all the stakeholders including mentors, mentees, schools and professionals:‘I mean I did go to the Media City presentation, I learnt quite a bit there because you know the connection with London and everything.’Project stakeholders valued the new knowledge and experience of working in the two distinct geographical locations: ‘I think you know it’s certainly a project with a difference I mean it’s, I think people have been quite intrigued by it as a sort of twining idea of two communities it’s been something which is a bit unusual.’ 18 4. Challenges4.1 Understanding difference The majority of those interviewed remarked on the importance of acknowledging the differences in the two geographically distinct communities of Salford and West London. Whilst the demographics and deprivation levels were similar young people’s experience and needs were found to be very different.‘Young people from a Northern city like Salford sort of post industrial is…you know their needs are very different to a very sort of much more multicultural population that you have in London.’‘I think it’s quite important to get some sort of is it ethnological awareness.’4.2 Communication Partners recognised that it was very important to fully share views and expectations and that communicating thinking and perceptions was essential. E. g with regard to the tools and skills required to effectively assess the baseline of participating pupils’ language and communication skills; understanding the relevance of mentoring in the project plan.4.3 Behaviour The project was designed to work with young people with low motivation and skills, who have inevitably sometimes demonstrated challenging behaviour. This had, on occasion, led to complaints about the young people’s behaviour during activities. This was seen largely as a matter of different expectations, with staff used to, and accepting, a standard of behaviour that was not always shared nor understood by all partners:“There were complaints .. about..behaviour. And it was a case of who was in charge of the children, and (realising that) young people will misbehave. As far as the people who had worked with them were concerned their behaviour was acceptable, but to people who go to the BBC just to work every day, there were issues’Some mentees were reluctant to conform to relatively basic requirements including time keeping and non-smoking regulations. Cumulatively the behavioural issues were addressed by the project through open discussion and dialogue which achieved a greater in-depth knowledge about the lifestyles and experiences of the different mentees and how behavioural issues might best be pre-empted during the project.19 However, commitment has remained high, and challenging behaviour has been recognised to be part of what the project aims to address. As a result, there is optimism that the work will ultimately be rewarding to all parties.“One or two staff were saying ‘why are these kids here? Should we be having these sort of students in our office?’, to which of course the answer is ‘yes we should.... And I expect that vast majority of mentors will find it ultimately extremely rewarding and will be glad that they have done it, and will speak well of it’4.4 Timing of activities One of the schools highlighted that the timing of events and activities could be a problem. The school day finished at 14.45 and some of the project activities started during a day which finished at 17.00 or later making it hard to encourage and motivate young people to attend:“A lot of the stuff they are putting on is finishing at five. We finish school at quarter to three, so I’ve had to cajole my children to come. And one of the suggestions on the exchange was that we went with the children to United Tour; but again that’s at six o’clock and my kids have done a day in school all day.”4.5 Support for mentors One of the mentors interviewed stated that she was hoping to meet other mentors in Salford each term in a facilitated meeting, but was not sure if that support would be available. 20 5. Management5.1 Project lead and management Respondents were generally positive about the management of the project, including the involvement of the various partners and stakeholders. Stakeholders expressed confidence in the EBP leads and valued the consistency and continuity they provided. Partners were aware that personnel changes had occurred since the initial meeting and were hopeful that this would not have a detrimental impact on the future activity.Partners also expressed appreciation of the knowledge and experience of mentoring projects and innovation that the leads brought to the project:‘I like it it’s a very good project I’m very happy with it and we were very lucky to be one of the schools participating in it I think’. Experienced partners recognised that as the project developed there was a requirement for flexibility and transparency which had been achieved:‘I think the inevitable shift is as the practicalities bed in but I don’t think the directions changed …I think it’s moving in the right direction … obviously there has been some wobble from a continuous line but you would expect that from a project.’‘I could definitely do it I think now we’ve got all the paper work I know what I’m doing so that part is good as well.’5.2 Communication between meetings Communication was highlighted as key issues, with one partner feeling that people were having one-to-one conversations with each other, rather than in a group meeting, in which issues and problems could be sorted out. Once this had been identified, it was tackled appropriately at steering group meetings and has not recurred.5.3 Communication between Salford and London Some partners were not sure if they were fully aware of each activities and views and it was suggested that all Working Group minutes could be shared to ensure that this happened.One Salford partner expressed concern that they would like to be better informed about what was happening in London, as she felt that she might benefit from their experience and views:“Maybe if we exchange minutes because I’m not aware of what’s gone on in the London meeting”.21 6. Impact of activities At the time of this study the project has been running for 10 months. Annex 4provides a summary of outputs and outputs to date. The majority of the output targets have been exceeded in this short period. Outcomes targets are not fully available and will be evaluated in the final report. Systems for effective measurements of outcomes targets are in place and again will inform the final evaluation report.6.1 Impact on young people The following summarises the analysis of 10 interviews – five with students from Salford and five from West London – the latter group started on the project first and as such had more experience of some of the activities. The interviews were conducted using a paper based questionnaire with field worker support and were all conducted at the Salford launch at Media City in October 2011. The questionnaire sought to establish mentees expectations regarding future plans for education and work; experience of the project to date; views on the activities and asked for self definitions regarding respondents views on the difference project participation had made to self-confidence; communication skills; relationships with friends, teachers and others; understanding of and preparation for working life and attendance and time keeping. Expectations - Young people had reasonably high expectations: 80% expected to good qualifications 80% expected to get a good job.Mentoring activity - All the young people interviewed has a mentor: 50% of them were undertaking peer mentoring activities 70% had attended at least one BBC workshop.Motivation - Young people were asked about their motivation for joining the programme and undertaking the activities. 100% stated that they had been asked or told to join the programme 40% added that they had been happy to comply and were enjoying the activities.Difference Take Two has made - Young people were asked to rate the difference that being in the project had made to them on a scale of 1 to 5. The following identified how many young people rated the impact of the project highly, with a score of either 4 or 5:  50% of young people reported significantly improved self-confidence  40% of young people reported significantly improved communication skills  50% of young people reported significantly improved relationships with friends and teachers  80% of young people reported significantly improved understanding of working life  80% of young people reported significantly improved attendance and timekeeping.22 The following graph indicates the overall level of difference identified by the young peopleTable 1 – Difference involvement in the Take Two project has madeSee Annexe 2 – Summary of young people interviewed6.2 Impact on schools and wider impact The longer terms aims of the project which are summarised below will be considered for in-depth evaluation in the final project report however at this interim stage it is evident that the project is on target to achieve its goals to:  improve links with local businesses;  develop strategies to reduce disaffection and assist transition to adult life  contribute to a reduction in bullying and intimidation in participating schools. Contributions from the stakeholders consulted for this report indicates that participation on the local working groups and national steering group has improved and strengthened working relationships and links between schools and employers. Likewise teachers and school co-ordinators consulted expressed optimism about the beneficial impacts on young people who had started to be mentored. Young people consulted expressed the view that the activity had increased their awareness of the skills required to succeed in adult life. 23 7. Conclusions and action points7.1 Achievement of targets: The Take Two project has so far exceeded it targets – notably in the following areas:  100 young people have enrolled on the scheme against a target of 80  Five school coordinators have engaged in the scheme and had school coordinators receive training against a target of four; with a total of seven schools involved in the two locations  Engagement on the scheme of young people considered to be ‘at risk’, has exceeded the set target of 75 by 27.2 Success of mentoring activities7.2.1 Young People The high take up and attendance by young people at the themed projects, launches and exchange trip show that project activity including themed sessions and mentoring is having a beneficial and positive impact on the target groups. This is exemplified by 80% of young people consulted stating that their understanding of working life had improved. 7.2.2. Mentors For mentors, the activity was in its early stages and they were relatively optimistic about the planned approach. Mentors would benefit from having more information about the specific project and this could be made available to them through the lead partners. Mentors would also benefit from refresher courses and possibly be able to participate in a mentors forum – the latter could be an on-line facility.Action Point 1 Produce a summary of the Take Two project and the role of mentoring in it for all mentors.Action Point 2 LB HF EPB and Salford Foundation consider the option of establishing an on-line forum and refresher session for mentors.7.3 Partnership working The extent of partnership working has been considerable with seven schools and 16 organisations (public and private sector) supporting the project. Regular Local Steering Group meetings and National Steering Group meetings have contributed to ensuring that planning and communication between partners is clear and able to enhance partnership working and improved project delivery. It is noteworthy that some partners were not fully aware of activity in each of the two locations and it was suggested that the minutes of Local Steering Groups be shared between the memberships of both.Action Point 3 24 Salford and West Local Steering Group minutes to be circulated to all members of each Steering Group.25 Interim evaluation of the Take Two project Young People’s Questionnaire Media City – BBC Salford, 20th October 2011We would be grateful if you would take a few moments to complete this questionnaire. Your responses will help us to ensure that the Take Two programme is meeting your needs. You don’t have to answer any questions you don’t want to and your responses will be kept confidential. 1. Background information – please tell us about your self Are you male or female? How old are you? What school year group are you in? How would you define your ethnicity What school do you go to?2. Your views on work and school Please let us know if you agree with the following statements by ticking the boxI agree I agree a I disagree I am not strongly bit sure I expect to leave school with good qualifications I expect to get a good job when I leave school I expect to go to college when I leave school I am not sure what I will do when I leave school3. The TakeTwo project3.1 Which of the following activities have you taken part in (please tick yes or no)?Yes No Having a mentorTraining to be a mentorBBC Workshop55 This might have been the work on ‘Where we are from’, with Helen in London or the Salford workshop at the BBC; the 21CC music project; the Army Command tasks; Sports history project with QPR club etc.. 26 Yes No Attended the Take Two launch in London Attended the Take Two launch in Salford 3.2 Other: Please describe what else you have done as part of the Take Two group1.…………………………………………………………………………………………………2.…………………………………………………………………………………………………3…………………………………………………………………………………………………3.3 Why did you do these activities?…………………………………………………………………………………………………………………………………………………………………………………………………………4. What difference has taking part in the activities and Take Two project made to you? On scale of 1 – 5, where 1 is not very much at all and 5 is a lot , how would you rate the following differences in yourself as a result of being in the project group- please circle one number only in each line:1. Improved my self-confidence 1 2 3 4 52 Improved my communication skills 1 2 3 4 53 Improved my relationships with my friends, teachers and others 1 2 3 4 54 Improved my understanding of, and preparation for, working life 1 2 3 4 55 Improved my attendance and time-keeping 1 2 3 4 5Please use this space for any other comments27 Thank you for completing this questionnaire28 Annexe 2Take Two - Summary of Pupils interviewed – October 2011Ten young people from two schools were interviewed to establish their views about themselves and the Take Two project. All the young people were in year ten.Six young women and four young men were interviewed. The majority of the young people (80%) were white British, one was Pakistani and one was Caribbean.The following identifies their views of themselves and their aspirations for the future at the time of the interview:  The majority (80%) agreed strongly with the statement that they expected to get good qualifications The majority (80%) agreed strongly with the statement that they expected to get a good job All young people expected to go to college. The majority (70%) agreed strongly with the statement that they expected to go to college, and 30% agreed somewhat. Paradoxically, 30% agreed strongly and a further 30% agreed a bit that they were not sure what they would do when they left school. Only 30% of the sample disagreed with the statement29 Annexe 3National Steering Group and Local Working Party membershipNational Steering Group Role Organisation Take Two Programme Manager LBHF EBP Take Two Coordinator & Administrator (London) LBHF EBP Family & Community Learning Manager Phoenix Canberra Schools Federation Head of Outreach BBC Take Two Coordinator (Salford) Salford Foundation Project Manager BBC (Outreach) Project Manager BBC (North) Speech & Language Therapist Salford PCT Director of Corporate Affairs BBC Worldwide Head of Year 10 All Hallows RC Business, Enterprise & Sports College Assistant Headteacher Albion High School Deputy Chief Executive (Youth Intervention) Salford Foundation Director, Corporate Community Affairs The Walt Disney Company Ltd. Vice Principal - Head of School Henry Compton School Client Services Director Leo Burnett External Evaluator Nors Jackson Consultancy Ltd.Local Working Group (London) Take Two Project Coordinator (West London) LBHF EBP Take Two Programme Manager LBHF EBP Deputy Head Teacher Cambridge School Family & Community Learning Manager Phoenix Canberra Schools Federation Assistant Head Teacher Burlington Danes Academy Learning Mentor Henry Compton School Learning Mentor Wormholt Park Primary School Assistant Head Teacher Fulham Cross Girls School Project Manager BBC (Outreach) Licensing Assistant (Mentor Rep) BBC WorldwideLocal Working Group (Salford) Take Two Programme Manager LBHF EBP Take Two Project Coordinator (Salford) Salford Foundation Project Manager BBC (North) Community Affairs Coordinator BBC (North) Assistant Head Teacher Albion High School Learning Mentor Albion High School Deputy Chief Executive (Youth Intervention) Salford Foundation Outreach Manager BBC Sport Community Affairs Coordinator BBC Philharmonic Orchestra30 Annexe 4 Take Two project Summary of Outputs and outcomes – at month 10Measure Outputs target Outputs achieved Outcomes target young people receiving support to 80 100 (Salford: 42, 80 young people build speaking and West London: 58) will report improved listening skills speaking and listening skills young people attending communications 80 83 (40 West London, 50 young people workshops 43 Salford) will report improved self-esteem Young people enrolled on the 80 100 40 young people programme will have improved attendance Young people on the programme identified 75 77 50 young people as being at risk will have enhanced employment Schools receiving co- 4 schools 5 schools (Salford: 2, aspirations and ordinator training West London: 3) therefore less likely to become NEET. school coordinators lead weekly sessions, 4 schools 5 schools (Salford: 2, including overseeing West London: 3) links with local schools 4 schools 6 schools (West Schools undertake London: 4, Salford: 2 visits to local businesses31 Annex 5Itinerary for H&F student exchange to Salford 20th – 21st October 2011Thursday 20 th October: 8:45am: Group meets at Euston Station 9:20am: Train from London Euston to Manchester Piccadilly 11:30pm: Metro from Manchester Piccadilly to Media City 12:30pm: Meet Salford students at BBC Media City & visit the Media City site 2:30pm: Walk to Old Trafford for tour 3pm: Tour of Old Trafford stadium and museum 6pm: Arrive back at hotel for pre-dinner down time 7pm Depart to restaurant for dinner 7:30pm Dinner at restaurant on Salford Quays 9pm: Return to ETAP hotelFriday 21 st October 9:30am: Breakfast at the ETAP Hotel 10:10am: Walk to Imperial War Museum North, Salford Quays 10:30am: Visit to Imperial War Museum North with 10 minute introductory welcome to the museum talk. Salford students to attend. 12:30pm Lunch at the Museum after tour. 1pm Metro fro Media City UK to Manchester Piccadilly 14:35pm Train from Manchester Piccadilly to London Euston 16:42pm Arrive London Euston32

External Evaluation Take Two

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