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Building an evidence base of impact: Examples from FLIF Clare Meade NIACE Acting Programme Director Family Learning 16 th July 2009. To improve and develop provision to meet the needs of learners Demonstrate effectiveness

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Why do we need evidence

Building an evidence base of impact:Examples from FLIFClare MeadeNIACE Acting Programme Director Family Learning16th July 2009


Why do we need evidence

To improve and develop provision to meet the needs of learners

Demonstrate effectiveness

Ensure family Learning is recognised as contributing to agendas and targets

Why do we need evidence?


What do we mean by evidence

Qualitative and quantitative data

National large scale research projects

Local research and evaluations

Practitioner research, evaluation

Case studies

What do we mean by evidence?


Policy drivers

Think family

Families at risk and fathers

21st Century Schools White Paper

Parent contracts and engagement

School report cards, ICT and home access

Digital Britain

Early intervention- long term solution

Building Britain’s Future

Parenting agenda

Evidence based programmes

Changing political and economic situation

Locality agenda

Policy drivers


What is flif

FLIF funding, allocated over three years by the Department for Children, Schools and Families (DCSF) under the Children’s Plan.

Target audiences:

Families at risk and fathers

Strands of provision in the FLIF programme:

Early Years Foundation Stage (EYFS)

Family Numeracy

Family Financial Capability

Schools Information for Parents (SIP) and Family ICT

Wider Family Learning

Data collection

What is FLIF?


Flif priority groups

FLIF Priority Groups

  • Fathers – currently only 10% of provision appears to be reaching fathers and male carers

  • Families at risk – around 2% of families or 140,000 families across Britain experience complex and multiple problems


Multiple problems the basket of disadvantage include 5 or more of the following

Multiple problems (the basket ofdisadvantage) include 5 or more of the following:

  • No parents in the family are in work

  • Family lives in poor quality or overcrowded housing

  • No parent has any qualifications

  • Mother has mental health problems

  • At least one parent has a longstanding limiting illness, disability or infirmity

  • Family has low income

  • Family cannot afford a number of food and clothing items

Reaching out: Think Family, Cabinet Office November 2007


Families reached through flif funding included

fathers / male carers; grandparents; bi-lingual learners; lone parents; offenders and ex-offenders;

unemployed learners; learners in part-time employment; learners who were caring for other family members as well as their children; foster carers; parents of children persistently absent from school; parents with mental health issues; parents with long-term illness/disability; children with older siblings who had language delay;

army families; people with learning difficulties;

Black and Minority Ethnic families.

Families reached through FLIF fundingincluded


Innovative courses were designed to attract fathers

Learning to sail recruited 50% fathers. Both adults and children, gained sailing qualifications.

Family Science course, in partnership with a local voluntary organisation who specialised in science and engineering apprenticeships. Many complex family issues, including coping with children with attention deficit hyperactivity disorder or similar.

Weekend residential course which included sports and arts activities

Innovative courses were designed to attract fathers


Families at risk

Co-facilitated a programme with the Youth Intensive Support (YIS) team, with families who had a significant breakdown in relationships.

‘Leading Sports’ course in an area of high deprivation. One of the fathers on the course had been banned from his child’s school and a neutral venue enabled him to take part.

Families at risk


Examples of progress

Increase in confidence in handling and communicating with child for a learner who had a child with a life threatening illness and who did not go out of the house.

Fathers who attended a Family Numeracy programme became more actively involved in the school, several attending reading sessions with the children as part of the Reading Champions campaign.

Examples of progress


Why do we need evidence

One learner reported she had gained the skills to calculate her timesheet at work, “because I couldn’t work out how many hours I had worked and wanted to make sure that I was paid right.”

Working with homeless group – success factors: very supportive case worker, empathetic tutor, no “outsiders”, now grown to 17 people on register

Grow great grub – reaches dads; secondary school (especially those on the edge of mainstream schooling)


Sharing good practice

On your tables share examples of evidence of effective provision.

Identify what else you could do to capture evidence.

Sharing good practice


Flif challenges

FLIF – Challenges

Need time for development – creative thinkersChild protection more significantDysfunctional lifestylesMaking partnerships work


Next steps

Support in and from the field

Training and support

Family Numeracy, Family Financial capability, WFL, Schools Information and Family ICT

Gathering data, measuring and collecting evidence of progress and progression

Keep raising the profile

The learning family

Next steps


Why do we need evidence

For more information:

http://www.niace.org.uk/development-and-research/programmes-of-work/family-learning

http://www.niace.org.uk/development-research/family-impact-findings

http://skillsforfamilies.excellencegateway.org.uk/

Contact Details:

[email protected]

[email protected]

[email protected]


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