Agenda Item No. 5

The Vale of Glamorgan Council


Voluntary Sector Joint Liaison Committee: 14th October 2015


Report of the Managing Director


Update Report on Barry Elim Church 'Can Do Project'


Purpose of the Report

  1. To update Committee on the progress made on the Barry Elim Church 'Can Do' project.


    1.   Committee note the progress made to date on the Barry Elim Church 'Can Do project'.

Reasons for the Recommendations

  1. In order that the Committee can monitor the progress of this project.


  1. Committee on 8th May 2014, minute number 1108 (2), recommended that a progress report in respect of Barry Elim Church project be considered, the Committee received a report on the progress made on the Barry Elim Church 'Can Do Project', on the 9th July 2014 presented by the Children and Young People Partnership Manager.
  2. The "Can Do" project is a 3-year pilot project that works with pupils who are at risk of poor attendance and have a difficult time adjusting at secondary school due to anxiety and confidence issues. These young people would be considered in danger of becoming disengaged from education, employment and training (NEETs) in the long term.
  3. The desired outcome of the project is to give pupils the tools to improve self-confidence, increase resilience and reduce anxiety related behaviour resulting in overall improvement in school life, happiness and therefore achievement. The project started part way through Summer Term 2013.
  4. The project works within 2 secondary schools, Barry Comprehensive and Bryn Hafren, all pupils are year 8 pupils. The heads of year identify pupils to put forward for the project using their respective schools management systems (NBAR/PASS) and using their personal knowledge of the pupils.
  5. The identified pupils are split into; those who would benefit from a group work intervention, the Can Do course, and those who required one-to-one support placed on the coaching/ mentoring programme.
  6. All pupils put forward complete a self-esteem assessment (Richard Butler 'Self Image Profiles - SIP), which is primarily used to discover pupils self-estimation prior to and after the programme (this is not a clinical assessment, though pupils displaying unusually low or high self-esteem are highlighted to the school, should the school want to add additional interventions). Reports would not necessarily show or expect to show improvements for all pupils across all 25 noted self-image characteristic measures as not all pupils would see certain characteristics as areas for improvement.
  7. The coaching programme runs with each pupil on a fortnightly basis and ends by mutual consent after the 4th session. The course runs for 8 consecutive weeks. If pupils continue to require additional support, these are put forward for the weekly mentoring programme.

Relevant Issues and Options

  1. The taught course element of the project is delivered to two groups of year 8 pupils per school term (6 per year). The project runs from April to March and during 2014/15 47 pupils were put forward for the 'Can do course with attendance on the course of 93%. Feedback was received from 40 pupils all indicating either some or great improvement in their self-esteem (Using the Butler Self Image Profile Categories for adolescents of which there are 25). Notably the course reported improvements in perception of 'working harder' (25 pupils) improvements in more confidence (23) less lazy (23) less worried (23) (Further improvements can be seen in Appendix 1). 29 pupils found the course good to excellent.
  2. The coaching and mentoring element of the project, 41 pupils were put forward, of these 39 completed the provision with 36 giving feedback. 2 pupils didn't participate after the first session as they didn't believe it was right for them.
  3. Pupils receive a minimum of 4 sessions initially developing their own goals and agreeing an action plan - pupils set a wide range of goals, 28 pupils put forward for coaching/mentoring self-identified having behaviour and confidence issues in class and feelings of boredom. Some identified family issues as the place where they wanted to bring change. The programme focussed on finding solutions for these. In addition to this all pupils self-assessed their self-image and carried out an additional questionnaire to identify the "coaching gaps" in school performance. It is at the 4th coaching session all parties assess how to continue or whether to end the relationship based on achievement of goals or needing further support.
  4. Feedback from the pupils found the coaching and mentoring relationship good to excellent (34) and helpful (30). When asked if they would like to be coached or mentored at a later date 58% responded positively. 26 of those completing wanted a 4-6 months review on their progress. The self-image exit assessment suggests the main improvements were in being less cheeky (31), feeling more intelligent (30) and less moody (29). Between 25-28 individual pupils reported improvements in confidence, kindness, happiness, being less lazy and less bossy.
  5. Over the 25 Butler SIP- A Self Esteem Categories there was an average 1.33 point self-reported improvement in self-esteem per category; an average of a 33.25 point improvement per pupil. The girls reported better self-esteem improvement than the boys through the coaching. (Boys 1.00/ Girls 1.31).
  6. Across both elements of the project April 2014 to March 2015, 88 pupils were put forward for the 'Can do 'project with feedback received from 76 pupils, all indicating some to great improvement in their self-esteem. From both parts of the project the coaching and the course, 53 reported an improvement in being less cheeky, 51 reported an improvement in being more hard working, 51 saw themselves as more intelligent, 50 less moody, 49 of them saw themselves as more confident and confidently more talkative. Other areas of improvement in the higher 40s were noted in kindness, being less lazy, less sarcastic, less short tempered and being happier.
  7. Overall from both strands of the project there were 26 pupils whose attendance was below 94% (prior to starting) of these 16 showed an improvement in attendance, 6 showed a significant improvement above 6%, one showed an improvement of 12% (the project does not claim at all to be the sole reason for improvement in these pupils attendance). Of those whose attendance was below 85% (3 pupils) showed a mean improvement of 10% compared to their year 7 attendance figures.
  8. From both strands of the project 15 of the pupils had been identified as receiving Free School Meals (FSM), as the names of the pupils on FSM was deemed as confidential and the schools felt it was not required for the project, therefore any noted improvements in those who had attendance issues was not possible.
  9. From both strands of the project there were no children that had been 'Looked After Children' and/or 'Young Carers'. One child had social work intervention, one had a care package from a hospital, and 5 had counselling interventions prior to engaging with the project. None of these features showed any notable information.
  10. Generic feedback from pupils demonstrates positive engagement and benefiting from the provision, this is further supported by teacher comments that identified areas of improvement in pupil confidence and improvements in individual pupil self-esteem.

Resource Implications (Financial and Employment)

  1. Funding of £60,000 has been agreed for this project, split £20,000 per annum for the 3 years commencing 2013/14.
  2. Sources of funding are being explored from April 2016 through various funding streams, including the individual schools 'Pupil Deprivation Grant'. If these are unsuccessful the project will cease.

Sustainability and Climate Change Implications

  1. There are no direct implications arising from this report.

Legal Implications (to Include Human Rights Implications)

  1. There are no legal implications.

Crime and Disorder Implications

  1. There are no direct crime and disorder implications as the result of developing this service, although the preventative nature is likely to have a positive impact on young people and should assist in increasing social inclusion and reducing crime.

Equal Opportunities Implications (to include Welsh Language issues)

  1. The core eligibility criteria, included within the arrangements for this scheme provided to all applicants requires that all organisations seeking funding must actively promote equal opportunities in their operations and service delivery.

Corporate/Service Objectives

  1. Applicants are asked to indicate which of the corporate priorities of the Council their application addresses. The scheme's priorities for funding are in accordance with the Council's corporate priorities.
  2. Improvement Plan Objectives 2015/16 Objective 4; to reduce the number of young people who are not in employment, education or training (NEET).
  3. Corporate Plan 2013-17 LS 16; Work with partners to develop appropriate strategies for engaging with young people and reduce NEETs pre and post 18. (2013/14)

Policy Framework and Budget

  1. This is a matter for Executive decision.

Consultation (including Ward Member Consultation)

  1. No consultation has taken place.

Background Papers


Contact Officer

Mark Davies Children & Young People's Partnership Manager

Officers Consulted

Carolyn Michael, Operational Manager - Accountancy

Mike Glavin, Head of School Improvement and Inclusion

Jennifer Hill, Director of Learning and Skills

Responsible Officer

Managing Director