West London The Zone 3 square miles around the Harrow Road - - PowerPoint PPT Presentation

OVERVIEW

September 2016

West London

The Zone

• 3 square miles around the Harrow Road
• 66,000 children and young people aged 0-25 years
• Estimated approx. 20% (13,000) at risk
• 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)

• First cohort (Years 1-3) in North Hammersmith and Fulham:
• 600 children out of estimated 2,450 aged 0-25 years at

risk (total population of 12,250)

• Area characterised by:
• Cultural diversity
• High levels of deprivation
• Density of housing
• Population mobility

North Hammersmith North Kensington North Westminster South Brent

White City Pilot

West London

The Problem

Red indicates most deprived areas according to The Income Deprivation Affecting Children Index (IDACI)

• Poor identification for support (lack of criteria)
• Intervention not targeted to needs, no baseline
• Support offered too late and for too short a

time

• Charities face multiple challenges to working

together effectively

• Uncoordinated and disconnected support

means young people disengage

• Inefficient public spending

North Hammersmith North Westminster South Brent

White City Pilot

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

‘Whatever it takes’ ‘Cradle to college’ ‘Whole community’ ‘Tipping point’

Actively identify the 0-25s at risk (approx. 20%) Facilitate targeted, tailored early intervention Performance manage support Provide consistent trusted adult Use real time data to manage progress Pool budgets around individual children

Drive better outcomes

Inspiration

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

Rachel Carrell, CEO and healthcare strategist Joanna Gillum, local resident Jim Hawkins, Headmaster, Harrow School Katharine Hill, Chief Executive, B-Corp Munira Mirza, former Deputy Mayor of London (education) Sir David Verey, former Chairman, Lazard Nick Wilkie, CEO, National Childbirth Trust Andrew Zerzan, Director of Risk, British Council Tristram Hunt, MP for Stoke on Trent Central Jocelyn James, former COO, New Philanthropy Capital Sir Paul Marshall (President), Chairman, ARK Schools Danny Kruger (Chairman), Founder, Only Connect

Trustees

The Model

Drives accountability for

• utcomes with data,

pools finance around individual children Targeted and connected social sector support for early intervention Access to the 20% children at risk and setting for connected delivery Consistent engagement by trusted adult, connector of support on the ground

The detail of what we do: identify, act, monitor

Identify children by risk factors which predict likelihood of poor adult

• utcomes using survey of

validated measures and existing school measures* Use survey and initial Link Worker engagement to better understand strengths, needs, goals in life Design and allocate package of tailored support from carefully selected local and national charities Link Worker is consistent trusted adult presence responsible for child (and family), ensures sustained engagement with support. Performance manage local and national partner charities and hold to account for delivering timely and coordinated support Use real time progress data in live dashboards to tailor delivery, course correct and measure progress Support children until they cross risk factor thresholds determined by national data sets (to be refined as more data is collected in local area) Bring children back onto support if they trigger risk factor thresholds again in annual survey implemented across schools in the Zone.

The Children

Flourishing 0 risk factors Progressing 1-4 risk factors At risk

More than 5 risk factors Eligible for WLZ support

Within the child Learning Attainment, attendance, engagement Wellbeing Risky behaviours, exercise, mental wellbeing Character Behaviour, peer relationships Around the child Social Bullying, trusted adults Family Parental involvement, discipline, wellbeing Community Environment, social cohesion

The Anchors

Phoenix High School Pilot: 34 children Yr 1: 30 children Randolph Beresford Early Years Centre Pilot: 54 children Yr 1: TBD Ark Swift Primary Academy Pilot: 38 children Yr 1: 60 children Burlington Danes Academy New to WLZ Yr 1: 30 children

The Link Workers

Rahel Goenner Esther Ayoola Farial Missi Matthew Burnett

The Pilot Partners

Volunteer home visiting & befriending Music to support communication

FOREST SCHOOL

Outdoor learning Mental health counselling Adventure play club Volunteer home visiting & befriending Therapeutic gardening Fitness & nutrition 1:1 tutoring and academic support Fitness and nutrition Butterfly Reading programme Therapeutic gardening Bridging the Gap parent/child course Adventure play club Drama therapy

Ark Swift Primary Academy Randolph Beresford Early Years Centre Phoenix Academy

Data driven approach

Identification from: School admin data & WLZ Survey Individual child monitoring

• Annually from school admin data & WLZ

Survey

• Weekly from attendance, engagement
• Quarterly from partner outcomes

measurement Partner performance management: attendance (dosage), engagement and

• utcomes

Ark Swift Primary Academy Case Study

• 1. ARK SWIFT PLAYGROUND

Child enjoys sports & QPR helps break down language barriers. Also assigned gardening and WLAC therapy.

• 2. ARK SWIFT MAIN GATE

LW engaged Mum at drop off. Needs help with immigration issues, housing and mental health support.

• 4. WHITE CITY CATHOLIC CHURCH

LW introduced family to local Catholic Church & their international evenings. Their first faith community since moving to UK

• 5. NOTRE DAME REFUGEE CENTRE

Family shown Notre Dame refugee Centre and booked appointment for specialist help.

• 6. HAMMERSMITH PARK

Family attended WLZ picnic and LW helped

• lder sister with Sixth Form applications.
• 7. SHEPHERD’S BUSH LIBRARY

LW took family to get library cards as reading is a challenge. Found that child loves adventure books. START Below baseline in academics due to being EAL and new to UK END At baseline in academics Average support attendance is 89%

• 3. EARLY HELP HUB

LW referred family to Early Help (with consent) with housing issues, but difficult to support given immigration issues and language barriers.

1 2 3 4 5 6 7

40 Link Worker interactions January - July 2016

Phoenix High School Case Study

Oct 2015: Joins WLZ

• Lacked confidence &

motivation

• Poor academic

performance

• Poor parental

engagement

• PlayStation only

‘extracurricular activity’ Feb 2016: Mid-pilot

• Feels good about being

‘selected’

• Attends academic

support (The Clement James Centre, CJC), drama therapy & physical activity (London Sports Trust, LST) sessions

• LW improved attendance

through 1:1 engagement

• New seating plan for CJC,

encouraging peer interaction and praise improves attitude June 2016: End of Pilot

• Mother more engaged

with progress through LW updates

• Dream to attend Russell

Group University

• Talks up about his

dreams and goals to friends, teachers and peers

• Participates in extra

sports and learning to create games & YouTube videos

• Behaviour: 8 incidents
• Below baseline in academics
• Behaviour: 0 incidents
• Above baseline in academics
• 45.3 hours of support provided

“He is doing so well. Such a vast improvement in his attitude to learning to when he first started.” – Hannah, CJC “He has improved so much.. Look at the confidence in him when he’s running in front of his peers.” – Weghata, LST “Thank you so much for all you’ve done for him... Can he be a part of WLZ next year?!” – Mother

The Pilot Results – school age children cohort progress

Ark Swift Behaviour Academic

English reading English writing

Phoenix Academic

English

Behaviour

By number of students By number of students

28 2 2

Improved Stable Declined

10 15 1

Improved Stable Declined

6 16 4

22 13 9 12 2 8 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Last 31 days First 31 days Zero (not at risk) One to four (moderate risk) Five or more (At risk) 21 18 7 9 6 7 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Last 31 days First 31 days Zero (not at risk) One to four (moderate risk) Five or more (At risk)

Number of students Number of students

The Pilot Results – engagement and risks

Average attendance rate at services (%)

Engagement with partner services by changes in risk profile Average number of interactions with Link Workers, by changes in risk profile

24.1 18.2 12.5 5 10 15 20 25 30

Improved risk profile (n=14) Risk profile stayed the same (n=14) Risk profile declined (n=2) 70% 69% 67% 66% 66% 67% 67% 68% 68% 69% 69% 70% 70% 71% Improved risk profile (n=14) Risk profile stayed the same (n=14) Risk profile declined (n=2)

2.7 partners 2.5 partners 3.2 partners

The Pilot Results – Early Years cohort progress

22 15 20 14 7 10 5 10 15 20 25

Communication and language Physical development Personal, social and emotional development Before the pilot After the pilot

• No. of

students

Number of students ‘below baseline’ on key Early Years Foundation Stage domains, before and after pilot

Three-year ‘Collective Impact Bond’

600 school-aged children in London Borough of Hammersmith & Fulham Cohort 1 (yr 1-3) Cohort 2 (yr 2-4) Cohort 3 (yr 3-5) 120 200 280

100% secured Contract bid successful for £700k (capped) 100% secured Secured in-principle for £900k Secured for cohort 1 Two HNWIs secured for £130k Schools £700k Philanthropy £700k Council £700k CBO Fund top-up £900k Secured for cohort 1 Three schools secured for £130k