© Strengths in Communities CIC trading as Parents 1st No. 06714737 www.parents1st.org.uk info@parents1st.org.uk © Strengths in Communities CIC trading as Parents 1st No. 06714737

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Celia Suppiah, Jenny McLeish & Dulcie McBride A Better Start Rapid Evidence Review Celia Suppiah, Jenny McLeish & Dulcie McBride Celia to set the scene

How to put it all together and into practice Formula for success Dulcie to lead into the framework, our focus for phase 2, what we suggest as ‘the how’ with what we found (so we looked at ‘does it work?’ in phase 1 and then in phase 2 more of a focus on ‘how it works’).

Effective intervention How do volunteer programmes impact on ABS outcomes? Types of volunteer service design Principles to underpin all volunteer programmes

Main messages Volunteers can have direct impact on improving ABS outcomes for children Volunteers can have indirect impact on improving ABS outcomes by creating the conditions for change Volunteers can reach the parts other services do not reach Volunteers complement but are not a replacement for professional support Volunteers benefit too Over to Jenny Examples of volunteer projects Communication & language - Small groups (National Literacy Trust), Home visiting (Community mothers) Social & emotional development - Small groups (EPEC), Home visiting (Home Start, Volunteering Supporting Families) Nutrition & obesity - Breastfeeding peer support? Doulas 2. Changing local ‘culture’: the ‘ripple effect’ Changing the way parents feel about themselves - improved maternal mental health and confidence. Changing parents’ ability to engage with services. Changing professionals’ understanding of the communities with which they are working. 3. Peer support model of empathy and engagement Volunteers can build a relationship of trust without agendas Can be successful with families who are: Poor From BME communities (but avoid simplistic assumptions) Asylum seekers and refugees Without recourse to public funds Experiencing domestic abuse Involved with Child Protection 4. Volunteers are effective when… Their distinctive non-professional contribution is understood and valued Their role is to empower the parent with information and support There are realistic expectations about what they can achieve and the likely timescales They are supported by local health and social care professionals Volunteers are not effective when… They are seen as a cheap replacement for health professionals They are positioned as expert teachers They are seen as ‘the answer’ and are rigid, short-term targets which require intensive monitoring and data collection Professionals ignore or obstruct their activities

Parenting & relationships Training Self-esteem Support Improved mental health Confidence Supervision Volunteer Social network Education Making a difference Knowledge & skills 5. Volunteers benefit too – illustrate via diagram Employment Part of a team

Different models 1 to 1 support Group facilitation Community champions Intensity of impact on vulnerable families   Group facilitation Community champions Facts from table Community champions Large numbers of volunteers Suitable for volunteers with little time Limited evidence of impact beyond volunteers Volunteers leading groups Parents value social support May be less ‘socially risky’ than one-to-one support Good evidence of impact Vulnerable parents often lack the confidence to attend groups One-to-one support Can engage most vulnerable parents Development of long term support relationships Reaches more limited numbers of parents Significant time commitment required of volunteers Potential numbers reached

Indirect impacts on outcomes Community champion tells parent about free childcare s/he has used Parent takes up free childcare place 1:1 volunteer offers to go with parent to service Better outcomes for children Parent has low self-esteem and poor mental health, and distrusts services Parent uses services 1:1 volunteer support improves parent’s self-esteem and confidence Increased attachment and warm parenting

Six Principles Strengths based Relationship based Reciprocal Evidence-based but adaptive Collaborative Clear about the parameters To conclude on the evidence

Reciprocal relationships Volunteers Co-ordinator Parents Goes wrong when professionals: Feel their jobs are threatened Feel their professional competency is challenged Don’t understand the volunteer role Aren’t confident about the project boundaries Are unaware of the scope and rigour of volunteer training and supervision Aren’t able to refer easily Aren’t aware of the volunteer project This leads to: Restrictive gatekeeping Lack of referrals Obstruction of volunteer activities Goes well when professionals: See the project as a resource See the volunteers as complementing their work See volunteers engaging with families who they find ‘hard to reach’ See volunteers supporting families to access services Develop collegial relationships with volunteers This happens when : Professionals are involved from the outset Professionals are involved on the steering group Professional are involved in volunteer training Projects articulate clear boundaries The project co-ordinator networks extensively There are simple, clear referral guidelines The project is co-located with a professional service (but beware!) Professionals

Effective Implementation Over to Dulcie

Competency in Delivery Organisational Ability Effective implementation Competency in Delivery Organisational Ability Systems Leadership Co-ordinator with skills and experience Organisation that understands and can support volunteer programmes Fully costed & realistic timescale Supervision of volunteers ‘Just enough’ data collection Engaged with local professionals Administration support Evidence-based but adaptive Clear about purpose and boundaries Clear strategies for recruiting and retaining volunteers Back to those key ingredients

Enabling Context

Using the framework

Panel discussion Celia Suppiah, Jenny McLeish, Dulcie McBride & Leila Baker

Questions for discussion How could we use these findings to: Make a difference to (and influence) practice on the ground? 2. Support Commissioners? Drawing on the commissioner recommendations in the report, how can we best support them and what might the steps be? 3. Promote sustainable, effective volunteering programmes that operate collaboratively with the wider system of provision?  

Thank you. Read the full report here: http://abetterstart.org.uk/content/resources For more information please contact us: www.parents1st.org.uk info@parents1st.org.uk www.ivar.org.uk enquiries@ivar.org.uk