Reaching People through Partnerships – Co-delivery and Co-production

1. Reaching People through Partnerships – Co-delivery and Co-production The Glasgow Kelvin College Community Achievement Awards Angela White and Craig Green

2. College Ethos • Commitment to: • de-centralisation and outreach; • the priority of the needs of the service user; • quality and innovation; • ethical curriculum design; • improving access and equality of opportunity; • learner engagement and customer care; • staff involvement; • collaborative working; • sustainable development; and • high standards of governance.

3. Decentralisation and Outreach • John Wheatley Learning Network • 37 community based learning centres owned and run by 29 community partners, all using the College’s IT infrastructure and services – 8,000 users • Wider Access Programme • Community groups and services commission College tutor support for groups of adult learners based on their interests – 800 adults supported annually • Youth Access programme • Evening and weekend youth work programme working with 20 other partners, mostly in learning centres, focussed on supporting and recognising learning – over 1200 young people aged 12 to 17 supported annually • Community Achievement Awards • Designed to support and recognise the learning, personal achievements and the difference made to other people through engagement in community activities – supporting over 200 people annually

4. What we try to avoid • We know what’s good for you • You should learn this • Come to a place and time at our convenience.. • Instead • We have main campuses and partner venues, not satellite campuses • We respond to requests for tutor and youth work support based on partner engagement in communities • We support other agencies to use our Community Achievement Awards framework (reserving assessment, verification and certification)

5. Background to the Awards • Created September 2014 in response to Glasgow’s Thriving Places Single Outcome Agreement Priority • Designed: • to support co-delivery and co-production. • to recognise and accredit the learning associated with involvement in community activities. • for candidates engaged in any community activities or organisation and can encompass involvement in different activities (so long as they all sit at the same level) • to support adults but open to anyone 12 years of age and above if they are involved in a community activity that has benefits to themselves and others.

6. The Awards • 3 Stage Process • Planning • Doing • Evaluating • 4 SCQF Levels (and credit points) • Involvement in Community Activities (40 hours) • 4 credit points at Level 4 • Assisting in the Delivery of Community Activities (40 hours) • 4 credit points at Level 5 • Delivery of Community Activities (60 hours) • 6 credit points at Level 6 • Development of Community Activities (80 hours) • 8 credit points at Level 7

7. Planning • What do you hope to get out of your engagement in your chosen community activity or activities? • Personal motivation for candidate involvement • Candidate’s overall aims for the activity • Candidate’s longer term plans (how do they tie in with activity?) • What will you be doing? • Candidate’s responsibility and commitment to the activities • Milestones • Tangible and measurable targets and achievable within the timeframe of the activity/award • Personal to the candidate • Minimum of 3 milestones set (more if applicable and at least one for every different activity included in the award) • Should include review points and any training needed for activity

8. Doing • Candidates complete Evidence Record (Activity Log) • Dates and hours should be included • A small amount of detail about where they were, what they did and how it went. • Any evidence generated naturally can be included as an appendix (but is not mandatory) • CLD Worker (youth worker, health worker, addictions worker, volunteer supervisor…) should meet with candidate at least once during this stage to make sure everything is on track

9. Evaluating • Evaluation should be completed by candidate, supported by worker/supervisor • Candidate should be encouraged to think a bit deeper about each question – prompting where required to identify what they enjoyed most and least (and why), and what they would have done differently • What they learned and what else they gained should be explored fully and widely to include accreditation, skills and experience as well as confidence, friendship • What other people gained should include peers, other service users as well as their friends and family if applicable • This is where ‘Next Steps’ should be discussed

10. Additional Evidence • Witness Statement 1 • Should be signed by someone in the organisation who can confirm that the candidate completed the hours logged • Witness Statement 2 • A chance for someone to make a positive comment on the candidate’s progress, achievement or contribution • This can be a recognition of attainment, or something less tangible like an increase in confidence or a tendency to be supportive and welcoming to others • This statement can be shown to candidate as a way of reinforcing the positive nature of their involvement • The Statements can be completed by a staff member, service user or peer as long as they saw the candidate’s participation.

11. Involvement in Community Activities • SCQF Level 4 • 40 hours minimum requirement • Involvement in organised activity • Active participation • Designed to support people lacking in confidence to recognise the learning and achievements which come from involvement in community activity

12. Assisting in Delivery of Community Activities • SCQF Level 5 • 40 hour minimum requirement • Someone helping out at an organised activity • More than getting involved – helping with one or more aspects of the activity • Can still be a participant in the activities as well as a helper/volunteer

13. Delivery of Community Activities • SCQF Level 6 • 60 hour minimum requirement • Taking responsibility for all aspects of an activity (can phone a friend) • Aimed at volunteers but could be paid staff • May require additional evidence of training requirements, risk assessments, health & safety, budgets and venue

14. Development of Community Activities • SCQF Level 7 • 80 hour minimum requirement • Developing a new service or an existing one in response to consultation with service users or community (identified need) • Present a rationale and plan changes with clear aims and objectives • Identify any training needs • Evidence of risk and health & safety assessments as well as budgets, advertising details and venue bookings • Consult partners and customers about changes for improvement, make changes, evaluate with partners and customers the impact of the changes and make recommendations/ report to partners and customers for future of the activity • Supporting evidence can be supplied in an appendix format

15. Relevance to Mental Health • Significant success in context of Recovery Cafes • Relationship between mental health issues and problem drug (including alcohol) use • 58 Awards gained by volunteers in North East Recovery Community • Significant success in supporting people engaged in Clubhouse model (Flourish House in Glasgow) • Work-ordered day – “enables people with mental health difficulties to gain a sense of well-being. Members recover confidence and skills whilst achieving social, financial and vocational goals” • Significant success in context of services for homeless people • Marie Trust • Blue Triangle Housing Association • Relationship between homelessness and mental health porblems

16. Delivery Possibilities • Can be all supported locally by College CLD Worker • Can be supported by external organisations in liaison with College to support quality, with College providing assessment, verification and certification services • Better model in general because adoption of the framework means support can be tied in to the activities by the people leading them • Nothing worthwhile ever happened in communities without it being based on trust relationships, and it’s our partners who’ve established and developed them • Scottish Sports Futures • Blue Triangle Housing Association • Possibly Highlife Highland

17. Limitations and Constraints • Not designed to recognise previous achievements • Requires beginning with enrolment, goal setting and milestone agreement • Needs the community activity or activities to exist • The motivation to learn comes from being supported to engage in activities based on personal interest • Not appropriate for personal endeavour which doesn’t work with others • Adult Achievement Awards or Youth Achievement Awards are better in such context

18. Case Study 1 – Mrs S (Background) • 64 years old • Long history of mental health issues • Treatment led to memory loss • Living in isolation • Very limited relationship with her family • Low confidence and self-esteem

19. Case Study 1 – Mrs S (Activity) • Mrs S joined a community recovery café in 2014 and completed a Level 4 Community Achievement Award for participating in the following activities: • IT classes • Cookery classes • Women’s group (socialising and arts & crafts) • Song writing and recording project (for Headspace) • Theatre trips • Health in the Community course (Axis)

20. Case Study 1 – Mrs S (Benefits) • Learned new skills (IT, arts & crafts, songwriting) • Relearned and improved existing skills (social, cookery) • Increased confidence when meeting new people • Made new friendships • Motivated to try new things and join new groups • Increased control of her mental and physical health • Better communication with healthcare professionals • Vastly improved relationships with her family

21. Case Study 2 – Mrs M (Background) • Developed a disability in later life • Struggled to adapt to her new limitations • Became depressed due to chronic pain • Became extremely isolated. • Lost her job and eventually became homeless • Moved into supported accommodation with a homeless organisation • Withdrew even further

22. Case Study 2 – Mrs M (Activity) • Mrs M was encouraged to get involved in a group organising a Fashion Show as part of a 40th Anniversary event. She completed a Level 5 Community Achievement award as part of this group in which she: • Attended group planning meetings • Researched fashions/styles for 2 different decades • Designed and created 2 outfits • Shopped for materials (online and physical) • Planned hair and make-up for model • Created background presentation for the show

23. Case Study 2 – Mrs M (Benefits) • Learned new skills (designing/researching/creating) • Increased confidence in socialising with others • Keeping busy which reduced her anxiety • Using her existing skills to benefit other group members • Getting out of her flat and getting some physical activity • A sense of belonging and acceptance from others • An increased optimism for her future and for coping with her disability

24. Blue Triangle Housing Association • “…this has encouraged me to be more aware of how others can view me.I have learned how to speak out about my own ideas … this has enabled me to gain more confidence and self-esteem in working alongside others and participating in future community activities”. • “I have gained more confidence in myself and my abilities through learning to trust my own judgement and having certainty in my own thoughts and ideas. As I progressed through the activity, I found that I was not asking others' opinions for the same reassurance, but was putting my ideas into action and showing the end result to others without worrying too much about the response.I have also gained further I.T. skills whilst making the presentations that will be projected during the show”.

25. Blue Triangle Housing Association • “By being involved in this activity, I gained my confidence back; I’ve learned that nothing is impossible. I want to keep going with more opportunities, I think I’ve shown others that I am determined and willing and will not let others down”. • “I have gained back some of the confidence I thought had gone forever after going through an extremely traumatic period in my life. I gained strength to get up & out of the house where I had found myself sitting for the majority of my time. I have learned that just because I can’t do the same activities I did before, or go out & do the things I enjoyed in the past, life goes on & you can adapt to suit your situation. I now have other skills I would never have thought possible if I hadn’t been through everything that I have.I have also learned that people don’t automatically exclude you just because you have a disability, that you do still have a voice”.

26. Partner Case Studies: Marie Trust • Vonnie’s Newsletter • Mark’s Newsletter • Early partner evaluation • Unsolicited publications from partner

27. Hard to Reach? • Glasgow Kelvin College’s community learning services are aimed at supporting people in disadvantaged circumstances • Economic circumstances • Social circumstances • Health • Disability • We don’t think that anyone is hard to reach if we can find a partner who’s reaching them and we can lend our capacity to the partner to support access to learning

28. Questions and Answers

29. Thank you craig@glasgowkelvin.ac.uk awhite@glasgowkelvin.ac.uk