O VERVIEW September 2016
West London The Zone • 3 square miles around the Harrow Road • 66,000 children and young people aged 0-25 years South • Estimated approx. 20% (13,000) at risk Brent • Pilot project in Wormholt and White City: • 118 children participated out of estimated 1,040 aged 0-25 year olds at risk (total population 5,200) North • Westminster First cohort (Years 1-3) in North Hammersmith and Fulham: North • 600 children out of estimated 2,450 aged 0-25 years at Hammersmith risk (total population of 12,250) • Area characterised by: North • Kensington Cultural diversity • High levels of deprivation • Density of housing White City Pilot • Population mobility
West London The Problem • Poor identification for support (lack of criteria) • South Intervention not targeted to needs, no baseline Brent • Support offered too late and for too short a time North Westminster • Charities face multiple challenges to working North together effectively Hammersmith • Uncoordinated and disconnected support means young people disengage White City Pilot • Inefficient public spending Red indicates most deprived areas according to The Income Deprivation Affecting Children Index (IDACI)
The Vision Our vision: All children and young people arrive safe, happy and healthy in adulthood, because families and neighbourhood groups, as well as formal organisations in the public, private and social sectors, support them to flourish The goal: Within 10 years, 13,000 more children and young people living around the Harrow Road are ready, in adulthood, for sustained and gainful employment, in good physical and mental health and able to conduct positive relationships Our values: Collaborative Local Evidence-Led Accountable Relational
Key elements of our approach Actively identify Facilitate Performance the 0-25s at risk targeted, tailored Inspiration manage support (approx. 20%) early intervention Provide Use real time data Pool budgets consistent trusted to manage around individual adult progress children ‘Whatever it takes’ ‘Cradle to college’ ‘Whole community’ ‘Tipping point’ Drive better outcomes
The Team Louisa Mitchell, Chief Executive Officer Social policy researcher with Policy Exchange, LSE, UNESCAP l Charity Director l Investment banker at Schroders, Goldman Sachs Nigel Ball, Chief Development Officer Head of Innovation at Teach First l Teacher l Founder CEO of business incubator for Ugandan entrepreneurs Emily Barran , Partnerships Manager Project Officer at Only Connect l Project manager at Long Run Venture l Post grad diploma in Law Bridget Suthersan, Senior Data Analyst Policy Manager at The Smith Family l Research Associate and PhD at University of New South Wales in Social Policy Caroline Sence, Development Manager Manager at National Children’s Bureau and National Literacy Trust l Head Start teacher l PhD at Florida Centre for Reading Research Rahel Goenner, Head 3 Other Link Workers Volunteer counsellor, community organiser, support worker l Current PhD Psychotherapy Trustees Rachel Carrell , CEO and healthcare strategist Tristram Hunt, MP for Stoke on Trent Central Munira Mirza, former Deputy Mayor of London (education) Joanna Gillum, local resident Jocelyn James, former COO, New Philanthropy Capital Sir David Verey, former Chairman, Lazard Jim Hawkins, Headmaster, Harrow School Sir Paul Marshall (President), Chairman, ARK Schools Nick Wilkie, CEO, National Childbirth Trust Katharine Hill, Chief Executive, B-Corp Danny Kruger (Chairman) , Founder, Only Connect Andrew Zerzan , Director of Risk, British Council
The Model Targeted and connected social Access to the sector support for 20% children at early risk and setting intervention for connected delivery Drives accountability for Consistent engagement by outcomes with data, trusted adult, connector of pools finance around support on the ground individual children
The detail of what we do: identify, act, monitor Identify children by risk Link Worker is consistent factors which predict Use survey and initial Link Design and allocate package of trusted adult presence likelihood of poor adult Worker engagement to better tailored support from carefully responsible for child (and understand strengths, needs, selected local and national outcomes using survey of family), ensures sustained goals in life charities validated measures and engagement with support. existing school measures* Support children until they Bring children back onto Performance manage local Use real time progress data in cross risk factor thresholds support if they trigger risk and national partner charities live dashboards to tailor and hold to account for determined by national data factor thresholds again in delivery, course correct and delivering timely and sets (to be refined as more data annual survey implemented measure progress coordinated support is collected in local area) across schools in the Zone.
The Children At risk Progressing Flourishing More than 5 risk factors 1-4 risk factors 0 risk factors Eligible for WLZ support Learning Attainment, attendance, engagement Within the child Wellbeing Risky behaviours, exercise, mental wellbeing Character Behaviour, peer relationships Social Bullying, trusted adults Around the child Family Parental involvement, discipline, wellbeing Community Environment, social cohesion
The Anchors Burlington Danes Ark Swift Primary Academy Academy New to WLZ Pilot: 38 children Yr 1: 30 children Yr 1: 60 children Phoenix High School Randolph Beresford Early Years Centre Pilot: 34 children Yr 1: 30 children Pilot: 54 children Yr 1: TBD
The Link Workers Rahel Goenner Farial Missi Matthew Burnett Esther Ayoola
The Pilot Partners Randolph Ark Swift Primary Academy Phoenix Academy Beresford Early Years Centre 1:1 tutoring and academic Volunteer home visiting & Mental health counselling support befriending Adventure play club Fitness and nutrition Music to support Volunteer home visiting & Butterfly Reading programme communication befriending Therapeutic gardening FOREST SCHOOL Therapeutic gardening Bridging the Gap parent/child course Outdoor learning Fitness & nutrition Adventure play club Drama therapy
Data driven approach Partner performance management : attendance (dosage), engagement and outcomes Individual child monitoring • Annually from school admin data & WLZ Survey • Weekly from attendance, engagement • Quarterly from partner outcomes measurement Identification from: School admin data & WLZ Survey
Ark Swift Primary Academy Case Study 3. EARLY HELP HUB 4. WHITE CITY CATHOLIC CHURCH 5. NOTRE DAME REFUGEE CENTRE LW referred family to Early Help (with LW introduced family to local Catholic Church consent) with housing issues, but difficult to Family shown Notre Dame refugee Centre & their international evenings. Their first support given immigration issues and and booked appointment for specialist help. faith community since moving to UK language barriers. 2. ARK SWIFT MAIN GATE 6. HAMMERSMITH PARK LW engaged Mum at drop off. Needs help Family attended WLZ picnic and LW helped with immigration issues, housing and mental older sister with Sixth Form applications. health support. 4 2 1 5 3 7. SHEPHERD’S BUSH LIBRARY 1. ARK SWIFT PLAYGROUND LW took family to get library cards as reading Child enjoys sports & QPR helps break down 40 Link Worker is a challenge. Found that child loves language barriers. Also assigned gardening interactions adventure books. and WLAC therapy. January - July 2016 END START 6 At baseline in academics Below baseline in academics due to being Average support attendance is 89% EAL and new to UK 7
Phoenix High School Case Study Oct 2015: Feb 2016: June 2016: “Thank you so Joins WLZ Mid-pilot End of Pilot much for all you’ve done for • Lacked confidence & • Feels good about being • Mother more engaged him... Can he motivation ‘selected’ with progress through be a part of LW updates • Poor academic • Attends academic WLZ next performance support (The Clement • Dream to attend Russell year?!” – James Centre, CJC), Group University • Poor parental Mother drama therapy & physical engagement • Talks up about his activity (London Sports dreams and goals to • PlayStation only Trust, LST) sessions friends, teachers and ‘extracurricular activity’ • LW improved attendance peers through 1:1 engagement • Participates in extra “He has • New seating plan for CJC, sports and learning to “He is doing so well. Such a improved so encouraging peer create games & YouTube vast improvement in his much.. Look interaction and praise videos attitude to learning to when he improves attitude at the first started.” – Hannah, CJC confidence in him when he’s • Behaviour: 0 incidents running in • Behaviour: 8 incidents • Above baseline in academics front of his • Below baseline in academics • 45.3 hours of support provided peers.” – Weghata, LST
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