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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Building an evidence base of impact:Examples from FLIFClare MeadeNIACE Acting Programme Director Family Learning16th July 2009
To improve and develop provision to meet the needs of learners
Ensure family Learning is recognised as contributing to agendas and targets
Qualitative and quantitative data
National large scale research projects
Local research and evaluations
Practitioner research, evaluation
Families at risk and fathers
21st Century Schools White Paper
Parent contracts and engagement
School report cards, ICT and home access
Early intervention- long term solution
Building Britain’s Future
Evidence based programmes
Changing political and economic situation
FLIF funding, allocated over three years by the Department for Children, Schools and Families (DCSF) under the Children’s Plan.
Families at risk and fathers
Strands of provision in the FLIF programme:
Early Years Foundation Stage (EYFS)
Family Financial Capability
Schools Information for Parents (SIP) and Family ICT
Wider Family Learning
Reaching out: Think Family, Cabinet Office November 2007
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.
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
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.
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.
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)
On your tables share examples of evidence of effective provision.
Identify what else you could do to capture evidence.
Need time for development – creative thinkersChild protection more significantDysfunctional lifestylesMaking partnerships work
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