COMMUNITY WORKS BUILDING BETTER OPPORTUNITIES PROJECT MONITORING AND EVALUATION

little Hultonwalkden Community Committee 26th July 2004 Walkden Congregational
DONNA SAULSBERRY DONA ANA BRANCH COMMUNITY COLLEGE P O
BEVILL STATE COMMUNITY COLLEGE LIBRARIES ASSIGNMENT ALERT

BEVILL STATE COMMUNITY COLLEGE LIBRARIES LIBRARY SERVICES
BIS SCIENCE AND SOCIETY COMMUNITY CHALLENGE GRANT SCHEME
CLALLAM COUNTY DEPARTMENT OF COMMUNITY DEVELOPMENT

Community Works

Community Works

Building Better Opportunities

Project Monitoring and Evaluation Framework

This monitoring and evaluation framework should be read in conjunction with the Building Better Opportunities guidance on collecting and reporting participant information and the ESF participant entry, progress and exit forms appended with this document. In addition, the reporting Excel spreadsheet and the other required finance forms (available from the BBO website) should be used to return information to the funder. There is also an initial assessment form and a follow-up assessment form that have been designed to track participant progress against the specific outcomes for this project, which are also appended.

Monitoring and Evaluation

Monitoring targets and outcomes plan

The table below shows the project targets with the milestones, timescales and indicating how the evidence for each target will be collected.and are reported on ANNEX L, E AND THE MASTER TARGETS SCHEDULE

PROJECT TARGETS
Project Outputs	Output	Anticipated Target	Milestone	Timescale	How Evidenced will be Collected
Output 1	Number of people engaged in activities to increase their work readiness	Number of people engaged in activities to increase their work readiness over project lifetime
Output 2	120 unemployed and economically inactive people	240 unemployed and economically inactive people	43 unemployed and economically inactive people engaged in work readiness activities 146 unemployed and economically inactive people engaged in work readiness activities 240 unemployed and economically inactive people engaged in work readiness activities	By end of year 1 (5 months delivery) By end of year 2 (12 months delivery) By end of year 3 (11 months delivery)	Participant Entry Form and Participant Progress Form
Output 3	60 men	120 men	21 men engaged in work readiness activities 73 men engaged in work readiness activities 120 men engaged in work readiness activities	By end of year 1 By end of year 2 By end of year 3	Participant Entry Form
Output 4	60 women	120 women	21 women engaged in work readiness activities 73 women engaged in work readiness activities 120 women engaged in work readiness activities	By end of year 1 By end of year 2 By end of year 3	Participant Entry Form
Output 5	80 unemployed	160 unemployed	27 unemployed people engaged in work readiness activities 95 unemployed people engaged in work readiness activities 160 unemployed people engaged in work readiness activities	By end of year 1 By end of year 2 By end of year 3	Participant Entry Form
Output 6	40 economically inactive	80 economically inactive	14 economically inactive people engaged in work readiness activities 49 people engaged in work readiness activities 80 economically inactive people engaged in work readiness activities	By end of year 1 By end of year 2 By end of year 3	Participant Entry Form
Output 7	14 aged 50 or over	28 aged 50 or over	5 over 50 year olds engaged in work readiness activities 17 over 50 year olds engaged in work readiness activities 28 over 50 year olds engaged in work readiness activities	By end of year 1 By end of year 2 By end of year 3	Participant Entry Form
Output 8	12 with disabilities	24 with disabilities	4 people with disabilities engaged in work readiness activities 14 people with disabilities engaged in work readiness activities 24 people with disabilities engaged in work readiness activities	By end of year 1 By end of year 2 By end of year 3	Participant Entry Form
Output 9	20 from ethnic minorities	40 from ethnic minorities	7 people from ethnic minorities engaged in work readiness activities 24 people from ethnic minorities engaged in work readiness activities 40 people from ethnic minorities engaged in work readiness activities	By end of year 1 By end of year 2 By end of year 3	Participant Entry Form
PROJECT RESULTS	Percentage achieving a result	Numbers achieving a result
Result 1	10% moving into education or training	24 people moving into education or training	4 people moving into education or training 14 people moving into education or training 24 people moving into education or training	By end of year 1 By end of year 2 By end of year 3	Participant Exit Form
Result 2	8% moving into employment or self-employment 70% of these unemployed 30% economically inactive	19 moving into employment or self-employment 14 unemployed 5 economically inactive	4 people moving into employment or self-employment (3 unemployed / 1 economically inactive) 12 people moving into employment or self-employment ( 9 unemployed / 3 economically inactive) 19 people moving into employment or self-employment ( 14 unemployed / 5 economically inactive)	By end of year 1 By end of year 2 By end of year 3	Participant Exit Form
Result 3	38% economically inactive moving in job search	30 economically inactive moving into job search	5 economically inactive people moving into job search 18 economically inactive people moving into job search 30 economically inactive people moving into job search	By end of year 1 By end of year 2 By end of year 3	Participant Progress Form and Participant Exit Form

Timescale: Year 1 (Sept 2016-March 2017 – 2 months set up 5 months delivery)

Year 2 (Apr 2017-Mar 2018 – 12 months)

Year 3 (Apr 2018-Feb 2019 – 11 months)

THESE TARGETS ARE REPORTED ON ANNEX L, E AND THE MASTER TARGETS SCHEDULE

The table below shows the projected outcomes for project participants, the indicators for change and where the evidence of these will be captured.

Project Outcomes

Project Outcome

Indicators of Change

( as a result of project activities)

Numbers /

Timescale

How Evidenced will be Collected

Outcome 1

Unemployed and economically inactive people, will have addressed at least one barrier preventing employment, and increased their resilience, as a result of project support.

Unemployed and economically inactive people will have been supported to identify barriers to employment and put a plan in place to address them.

Unemployed and economically inactive people will have been supported to address at least one barrier to employment

Unemployed and economically inactive people will report increased ability to handle set backs

43 year 1

102 year 2

95 year 3

34 year 1

82 year 2

76 year 3

30 year 1

72 year 2

66 year 3

Participant Action and Development Plan

Use of the initial assessment form and follow-up assessment form

Outcome 2

Unemployed and economically inactive people will experience increased social inclusion, and will have improved their well-being, moving them closer to work, as a result of project activities.

Unemployed and economically inactive people will be engaged in learning, training, or a work placement

Unemployed and economically inactive people will report meeting new people, increasing social networks or starting volunteering

Unemployed and economically inactive people will report improved well-being

34 year 1

82 year 2

76 year 3

34 year 1

82 year 2

76 year 3

34 year 1

82 year 2

76 year 3

Use of the initial assessment form and follow-up assessment form

Participant Exit Form

Outcome 3

Unemployed and economically inactive people will have improved work / life skills, and increased capacity for independent activity, as a result of project activities.

Unemployed and economically inactive people will have been supported to access learning, training or work placement opportunities

Unemployed and economically inactive people will report an increased ability to access learning, personal development and employment opportunities

Unemployed and economically inactive people will report improved work / life skills

43 year 1

102 year 2

95 year 3

34 year 1

82 year 2

76 year 3

34 year 1

82 year 2

76 year 3

Use of the initial assessment form and follow-up assessment form

Participant Exit Form

Outcome 4

Unemployed and economically inactive people will increase their employability and self-confidence.

Unemployed and economically inactive people will engage in learning opportunities, Information, Advice and Guidance Sessions, or work placements.
Unemployed and economically inactive people will report increased self- confidence

Unemployed and economically inactive people will report increased employability

43 year 1

102 year 2

95 year 3

34 year 1

82 year 2

76 year 3

34 year 1

82 year 2

76 year 3

Use of the initial assessment form and follow-up assessment form

Participant Exit Form

Timescale: Year 1 (August 2016-March 2017 – 5 months delivery)

Year 2 (April 2017-March 2018 – 12 months delivery)

Year 3 (April 2018- September 2018 – 6 months delivery)

Evaluation plans

In order to steer the project evaluation, the project partners will form an Evaluation Management Group that will meet quarterly. The role of this group will be to:

Review progress against targets by partner and as a partnership
Review outcomes for project participants and capture learning about the most effective interventions
Discuss any areas for concern and agree any changes required by individual partners and/or across the partnership
Review the result of changes made on an ongoing basis and agree tweaks to those changes as required
Commission and oversee an external project evaluation which will look in more qualitative depth at participant outcomes, the longer term impact on people’s lives and identify the key aspects of the project that supported change in people’s lives

External Evaluation

As mentioned above, the Evaluation Management Group will commission an external evaluation. This piece of work will embed the following:

Bidders for the evaluation work will be asked to involve project partners in the evaluation by facilitating a series of Action Learning workshops (see accompanying information sheet produced by Bond about Action Learning), aimed both at capturing the learning from the work on a regular basis, but also as a way of enabling staff to reflect on and improve their practice in all areas of their role. It will also enable peer learning and support between project partner staff. This would best be done every two to three months.
Bidders for the evaluation work will asked to consider how they will add value to the information and stories collected by project partners as part of their internal monitoring and evaluation systems and processes, with particular emphasis on capturing data about participants since they left the programme.
The learning from the combined internal and external evaluation will be written up and published in a report that will be disseminated to funders, the other Building Better Opportunities projects, taken to work and learning conferences and workshopped and summarised on the partners websites.
It is suggested that the tender document for commissioning the external evaluation has the following structure: Project Overview; Fee; Outcomes Requiring Evaluation; Role / Expectations of the Evaluator (this will include the Action Learning facilitation); Skills / Qualification Required; Evaluation timetable, Deadline for Submissions; and List of Attached Background information.

The evaluation will be put out to tender. Potential providers of this work are as follows:

Jim Simpson Consultancy – [email protected]

Yvonne Rivers – [email protected]

Kat Pearce – [email protected]

Elaine Colomberg – [email protected]

Rona Parsons – [email protected]

Systems and Procedures

Arrangements to ensure that the project is managed effectively

Community Works as the lead partner will do the following to ensure that the project is managed effectively:

Produce sub-grant agreements for each partner outlining their roles and responsibilities, and passing on their share of responsibility for ensuring project delivery as stated in the grant agreement between the Big Lottery and Community Works as well as outlining ESF requirements in relation to financial accounting and record keeping
Produce a payment schedule outlining associated outputs required in return for the funds provided
Makes BACs payments on a quarterly basis once quarterly forward funding is received from the Big Lottery and provide remittance advice to each partner outlining the purpose of the payment
Organise and service partnership meetings
Ensure partners provide monitoring data in the required format and support all partners to adjust their data collection systems to ensure compliance with ESF requirements
Compile monitoring information on a quarterly basis and produce regular reports to the Big Lottery in the required format and re-profile targets and expenditure in consultation with the funder if they are under or over achieved
Visit the partners annually to check that their ESF project spend is eligible and accounted for properly, that monitoring systems and data collection and storage are properly in place and to give advice about potential improvements to systems and processes. This includes ensuring that participant information is password protected if it is electronic and that paper records are kept in a locked filing cabinet
Performance manage the partnership through co-ordinating the Evaluation Management Group, bringing compiled monitoring / performance data to the meetings for discussion and ensuring any remedial action is agreed.
The project co-ordinator will make regular visits to partners to ensure they are on track and implementing the technical aspects of the project, particularly the quality and consistency of data collection and storage across the partnership as well as use this as an opportunity to discuss any support requirements if they are underachieving

COMMUNITY ORGANISATION AND SCHOOL PARTNERSHIPS SCHOOL FACT SHEET
COMMUNITY SUPPORT TEAM REFERRAL FORM FOR
DELIVERING COMMUNITY SERVICES IN PARTNERSHIP GRANT AGREEMENT

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