Community Improvement Partnerships

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• Community Improvement Partnerships

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Background to the work in Portsmouth

• Portsmouth approached the Extended Services
  agenda from a community perspective. The system
  has been developed through close working between
  local agencies and organisations, and good
  communication and consultation with local
  people.The structure evolving from this process
  resulted in five Community Improvement
  Partnerships (CIPs) working with schools, local
  people and local organisations, and accountable
  to the Children and Young Peoples Partnership
  (CYPP). The CIPs have grown to cover a broad
  agenda. They have become the centre of much of
  the local activity.
• Some of the public agencies employ staff based in
  the CIP localities and others, such as the
  police, have re-organised their boundaries to
  coincide with them. Further moves towards
  CIP-based locality working are under discussion.

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What is a CIP?

• The CIPs are an amalgamation of several key
  initiatives and ideas. Their core offer includes
  commissioning, delivering and signposting
  opportunities for a varied menu of activities,
  parenting support, swift and easy access to
  targeted and specialist services and wider
  community access to facilities.
• They also work to support national, city and
  local priorities, including those of key
  partners. Each partnership has its own multi
  agency management structure, which helps identify
  the key local priorities.
• A CIP Strategic Board has been created to support
  the sustainability of the CIPs, ensure their role
  and purpose is widely understood and that CIPs
  individually and collectively work effectively to
  deliver improvements for children and young
  people across the five ECM outcomes.

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• ATTENDANCE

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Breakfast Clubs
We have supported the setting up of breakfast
clubs in schools with particularly low attendance
rates. Students are therefore encouraged to
attend school in order to access a free
nutritious breakfast and to take part in a range
of activities of their choice before school. One
Pupil Referral Unit has reported a huge
improvement in attendance since the
establishment of the breakfast club.
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Saturday Cinema

• One CIP has organised a free Saturday cinema in a
  local school young people are only allowed to
  attend if their school attendance in the previous
  week has been good.

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Varied After School Activities

• All CIPs support a wide programme of after
  school activities in their schools based on the
  activities which the students themselves have
  said they wanted to participate in.
• One secondary school has noticed that one
  persistent absentee developed a pattern of always
  attending school on Tuesdays the day that the
  after school skateboarding activity took place
  (the student was a keen skateboarder!)

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HOP Attendance Initiatives

• The HoP CIP and the local police team jointly
  co-ordinate a half termly Attendance Initiative
  which involves about 15 representatives from a
  range of local agencies(including housing
  officers, school staff, police etc..).
• The outcomes have included
• an increased awareness amongst parents of the
  importance of regular attendance
• awareness amongst young people that officers from
  a range of agencies will be challenging them if
  seen in the community during school hours.
• Early identification of challenges faced by
  families and offer of appropriate support
• Giving parents a voice re their perception of
  issues affecting attendance and appropriate
  action to address this.

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• LITERACY

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Reading Passports

• Children read with an adult to collect stickers.
  These are then exchanged for prizes.
• This has resulted in a marked increase in
  enjoyment of reading, frequency of reading and
  confidence.

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Bringing Stories to Life for your Children

• This training was developed to complement the
  reading passports.
• A working groups of schools, family learning and
  the library service created the course content.
• For 3 weeks parents attend to go over supporting
  their child with reading to increase their
  confidence and to find out more about how
  literacy is delivered in the school

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Catch Up Literacy

• A programme where volunteers or school staff
  listen to children read on a regular basis.
• The programme has helped students achieve a
  Reading Age gain of 22 months and a Comprehension
  Age gain of 28 months in a 10 month period.

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Modelling Good Storytelling Practice

• Teachers in a Special Secondary School were
  lacking in confidence when reading stories to
  pupils at their level of understanding i.e.
  around aged 6 - 10 years.
• Working in partnership with the Library Service,
  storytellers came into school, read to the
  pupils, supported the teachers and support staff
  through modelling good practice and did peer
  observations to ensure their confidence improved.
  
• The children were consulted before and after the
  term's support and the result was that their
  enjoyment of story time had increased by over
  70 the teachers/support staff were also asked
  how they felt and in all areas they had moved
  from 'feeling awkward or lacking in confidence'
  to 'feeling much more confident in my
  storytelling ability'.
• This has moved on to the staff and pupils
  creating new stories together and the more able
  pupils reading to the less able pupils.

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SOCIAL RESPONSIBILITY
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Partnership Approach

• What we did?
• The CIP worked in partnership with the local
  police force, PCSOs, Community Wardens HFRS
  partners to educate YP to be more socially
  responsible prevent/reduce criminal damage in
  the local area through sessions within all
  secondary school year 7 groups (aged 12/13).
• The sessions looked at
• What young people like dislike about their
  community
• The issues that affect the community
• Broken window theory
• Why people commit criminal damage the effects
  it has
• The true cost both financially its impact
• Respect
• The sessions aimed to target those who were most
  likely to offend in a more inclusive way, and
  have a longer term impact on improving attendance
  with year 7 pupils through out their progression
  to year 11.

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Objectives of sessions

• Increase participation of groups of young people
  to address community cohesion
• Increase self esteem
• Improve social and community awareness in young
  people
• Promote social inclusion citizenship
• Lower amount of criminal damage
• Promote respect for people property
• Increase attendance attainment throughout
  secondary education
• Target those YP who might be at risk or/and from
  more disadvantaged backgrounds

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Outcomes

• The overriding perception has been that
  engagement between the young people and
  PCSO/Wardens was excellent and has been sustained
  throughout the whole academic year
• Reports from schools and pupils is that the
  lessons themselves were good and well received
• Perception that this awareness will reduce the
  number of YP who go on to offend in the future.
• Evaluation process has included feedback from
  both the YP and from heads of year - assessing
  and recognising the benefits engagement with the
  Portsmouths young people has had on the decrease
  in criminal damage.
• Positive relationships have been established
  between community safety representatives and the
  schools
• Greater awareness by YP of the consequences of
  their actions for all

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Challenges/Future Improvements

• An agreement on dealing with pupils behaviour
  problems. In-school will be dealt with by school
  and those that involve past pupils, exclusions or
  pupils from another school outside of school
  premises will be dealt with by police

• Introduce officers at School Assemblies
• Introduce junior PCSOs School Wardens
• Incorporate ASB Arson into future lessons
• Surgery at the schools for pupils to drop in
• Identification of those at risk and having a
  joint strategy to support those YP e.g. joint ABC
  to avoid duplication
• Work with school council CIP in partnership to
  work on a funding bid via Hampshire Police
  Authority to focus on a project which will reward
  good behaviour
• Sessions will be repeated year on year with each
  year 7 group
• QUESTIONS

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COMMUNITY COHESION
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Background

• A residential area of 48 Housing Association
  properties situated in a relatively
• affluent area. Daily complaints about children
  and young people involved in
• vandalism, noise, graffiti, deterioration of
  living space, balls hitting cars and
• property, underage drinking and generally making
  day-to-day environment
• unpleasant.
• Police and Community Wardens in liaison with
  schools identify that the 22 children and young
  people involved are unlikely to achieve level 4
  at
• KS2 or achieve 5 GCSEs A to C. Several of the
  young people regularly have
• fixed period exclusion from school.
• All agreed to target these children and young
  people tracking their involvement,
• engagement and ultimately impact on attendance
  and achievement. All had
• issues with behaviour and motivation to learn, or
  just do anything!

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Mission, Aims and Objectives

• Mission
• Bring together the local community to promote
  community cohesion to increase
• public confidence in the area
• Aims
• Work with parents to issue Acceptable Behaviour
  Contracts (ABCs) to the
• children and young people
• Provide quality diversionary activities to
  children and young people who are
• disengaged in learning or at risk of social
  exclusion
• Empower local community to take responsibility
  for the improvement of their
• local living space/environment
• Objectives
• Increased public confidence in the area
• Less local antagonism dialogue between children
  and young people and
• residents to become more frequent and friendly
• Reduce crime and anti-social behaviour both in
  the short and long term
• Support young people to engage in
  positive/constructive activities

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• Actions
• - Commission a range of
• providers to deliver activities
• - Commission a series of
• activities to engage the group
• - Provide targeted services
• - Provide access to quality arts,
• sports, cultural activities and
• personal development
• opportunities and enable those
• with an interest and/or talent to
• continue after the programme
• has ended
• - Encourage children and young people to
  contribute to their communities through active
  citizenship
• - Offer support for parenting
• through parenting programmes
• - Have a clear referral process
• for family intervention

• Target group
• - Children and young
• people at risk of involvement in anti-social
  behaviour
• - Children and young
• people at risk of
• offending
• - Children and young
• people not making
• satisfactory progress
• at school
• - Children and young
• people not attending
• school regularly
• - Parents
• - Local residents

• Partners
• - Hampshire
• Constabulary
• - Community Wardens
• - Hampshire Fire
• and Rescue
• - Portsmouth Housing
• Association
• - Manic Stage
• Productions
• - Play Sport UK
• - Local community
• and independent
• providers
• - Schools
• - Cosham Baptist
• Church

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• Children and young people participating in the
  scheme are given an
• Activity Passport
• with which they can earn points for an exciting
  activity (to be agreed by the group)
• It keeps a record of the sessions attended and
  number of points earned. Children and young
  people take it with them to each activity, get it
  signed by the activity leader and keep it to show
  their achievements.
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• How does it work?
• Taking part in an activity earns 1 point
• Most awareness sessions earn 3 points
• Points may also be awarded for helping out and
  exceptional behaviour
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• Children and young people will need at least 15
  points for the reward activity which may be
  camping

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• Whats happened so far?
• Football Fun Limited attendance
• Community Wardens Sports Tour numbers start to
  increase
• Family Fun and Sports Bonanza very popular 20
  children and young people aged 5 18 years
  attended, enjoying traditional sports, games and
  a BBQ
• Alcohol Awareness a few attended and told
  their mates it was fun and informative. A few
  afterwards said they wished theyd come along!
• Bugs and Butterflies 12 children making spiders
  and butterflies and planting herbs (sadly these
  were pulled up a few days later)
• Community Safety Teamwork at Fire Station Led
  by Firefighters watched a video, discussed fire
  safety, tour of the station and had a go with the
  fire hose
• Healthy Picnic 18 parents and children made a
  healthy, delicious picnic eating it outside on
  the grass
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• Citizenship and Teamwork at Fire Station 4
  young people attended an excellent session with
  Fire fighters planning some great team
  challenges, leadership and communication work and
  then they assisted in a training session where
  they were casualties cut out of car
•   Climbing - 9 young people taken to Fort
  Purbrook for an hour of climbing lead by an
  instructor
•  Community Safety at The Close- Hants Fire
  Rescue Service brought 3 fire engines to The
  Close and spent 2 hours allowing people to look
  over the machines and have a go spraying the
  hoses this event included some litter picking
  races which were very popular and 9 bags of
  rubbish were collected with prizes given. Very
  enthusiastic participation from the children and
  young people
•  Bat Walk - A group of 10 were taken to
  Farlington Marshes where they enjoyed hot dogs
  and cakes before setting off on a bat hunting
  walk with the Wildlife Trust Rangers using
  detectors to locate the flying bats. The group
  were very excited and thoroughly enjoyed an
  evening in the fresh air and open space. It was
  clear that most of the children attending never
  spend any time in the countryside despite being a
  stones through away from their homes.

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• What next?
• A programme of activities suggested by and
  starting to be planned by the
• children and young people
• Planned and supported integration into local
  activities
• Support for parental involvement and engagement

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And the difference?

• Children and young people have recognised that
  they are bored and have
• responded well to very local activities that they
  can drop in and out of and
• which make a change from the manhunt games they
  play or just sitting on the
• wall!
• Three young people are being gradually being
  re-integrated into school
• following fixed term exclusions last term
• Two children have improved their attendance by
  35 so far this term
• Four young people are helping the Fire and Rescue
  Service with a charity
• fundraising event in November
• Two young people are helping to organise the
  sports activities in the Autumn
• programme and learning to do face painting for
  the younger ones

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• Three young people have gone to a climbing
  session independently
• The children and young people have requested a
  regular litter pick as they
• realise how much nicer the area looks the trick
  will be to encourage them not
• to drop litter although one parent has put a
  bin outside her front door for them
• to use when they sit in her garden!!
• A ball stolen from the football activity has
  been returned with an apology
• All targeted children and young people have
  earned at least 1 point 50 have
• earned up to 5 points and 3 have earned over 10
  points
• Too early to see any impact on attainment, but we
  are tracking each child
• and young person to monitor their termly progress
  in participation,
• behaviour, attendance, and attainment

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• TRACKING AND TARGETTING

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Impact Study for the period 01/09/08
01/09/09 Child 1 A female student, now in Year
3 but in Year 2 during the study period. She is
the middle child in a family of 5 children and
the only girl. Behaviour was an issue
attainment suffered due to numerous removals from
class. Sleuth (behaviour database) showed in the
autumn 08 term that she had been removed from
class a total of 39 times. She maintained
excellent attendance. School began to run a
Saturday Cinema Club, which initially wasnt open
to KS1. We opened it up to them after Christmas
but it was behaviour linked (you werent allowed
more than 3 incidents in a fortnight, to be able
to attend). As she wanted to attend that and
other clubs, her behaviour started to improve.
Sleuth data for the Spring term showed that it
had been reduced to 32 removals from class. This
still didnt enable her to attend Saturday
Cinema. As a result, her behaviour improved, she
attended Saturday Cinema and her Summer Sleuth
data showed a drop to 14 incidents. The
outcome of staying in class for longer periods
had an impact on her learning. Her levels
improved from FSP (Foundation Stage Profile) 6-7
to 1a in reading, FSP 6-7 to 1a in writing and
FSP 8-9 to 1a in maths for the study period.
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Child 2 A male student, also currently in Year
3 but in Year 2 for the study period. An only
child that had witnessed several incidents of
domestic violence and as a result didnt want to
come to school, as afraid to leave mum. His
autumn 08 attendance was 78.3. The boy is
football mad and so started to attend an after
school football club, run by Portsmouth Football
Clubs community coaches in the spring term.
At the end of the term his attendance had risen
to 89.7 Brazilian Soccer was next and he
attended this after school club in the summer
term. As a result his attendance had improved to
95.2 He achieved a point 2 rise in reading and
point 1 in writing and maths. Although this
wasnt a massive jump, he made steady progress
which he might not have made if he hadnt
attended school.
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Child 3 A male student currently in Year 6 but
in Year 5 for the study period. The eldest of
4 children including a step sibling. Behaviour
could be an issue and his sleuth data for autumn
08 showed 14 removals from class. In the
spring term, sleuth data showed 10 removals and 1
exclusion for a day. In the summer term this
had reduced to 3 removals from class. He made
steady progress in reading and writing, going
from a level 2b-3b and 2a-3a respectively. His
attendance was above 98.6 for the year and he
also shows an improvement with his behaviour.
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Database tracking Child 1 attended 123 hours of
activities, child 2 attended 67 hours of
activities and child 3 attended 113 hours of
activities.
As a result of undertaking this impact study, I
have collated the evidence given to me by the
school and also found that any child excluded
during this period and any child showing lower
than 80 attendance additionally have also not
attended any out of school activities during this
period. This gives both the CIP and the school,
specific target groups to work with.