1. Stuart Hollis Social value and wider impact in community learning Ian Yarroll

2. Introduction Aims of session: to show how social value and Pound Plus support core agendas for community learning providers; to introduce key concepts and approaches in capturing impact and social value, including methods and tools to assist with planning, evidencing and reporting wider social outcomes; to signpost to information and resources for measuring social value and Pound Plus

3. Social value - a definition “Social value refers to the wider, non-financial impacts of programmes, organisations and interventions, including the well-being of individuals and communities, social capital and the environment. These are typically described as 'soft' outcomes, mainly because they are difficult to quantify and measure." –Demos, Measuring Social Value

4. Where has the social value approach come from? Shrinking public budgets Public service reform Changing and increasingly complex patterns of need Shift from central control to supposedly greater autonomy – ‘freedoms & flexibilities’.. increased self-regulation accompanied by greater accountability to local communities. Local accountability to communities will need evidence of the wider social value and impact that colleges create.

5. Community learning policy context Build on Community Learning Trust pilots Locally owned community networks with clear strategic plans, priorities delivery objectives and measurable learner outcomes Plans and strategies underpinned by engagement and consultation with communities, LAs, LEPs and other key stakeholders Maximise the impact of funding on the social and economic wellbeing of individuals, families and communities Attract funding and resources from other sources (“Pound Plus”)

6. Why is measuring social value and impact important? Involves learners and other stakeholders Provides a systematic way of gathering evidence of the (added) value of community learning Makes the case to protect community learning Informs planning Influences local commissioning decisions Helps organisational quality improvement helps organisations understand changes Increases accountability

7. Tools to capture evidence Social Return on Investment (SROI) – a detailed and potentially time consuming methodology for capturing wider value. NIACE wider impact tool – developed as a response to the sector for a tool that was more appropriate for collecting day to day outcomes in Community Learning. –Piloted through Community Learning Impact Fund (CLIF) projects and Community Learning Trust (CLT) pilots

8. NIACE wider outcomes tool 4 steps in using the tool: Plan Gather evidence Analyse evidence and interpret findings Report and share what you have learned

9. Stage 1. Planning identify differences to be measured establish baseline decide who needs to be invited to contribute decide what evidence to collect decide what methods to use identify who will do the work

10. Example: physical health outcomes Increased/decreased physical stamina Improved/deteriorated physical health Better/less able to manage physical health Improved/worsened diet Increased/decreased physical activity

11. Outcome categoryWho changes?How do they change? Tools / methods to capture (Broad area of change) (Brief description of group of learners) (Positive/negative, intended/unintended) Physical health Parents attending family learning class Improved diet (Learners take part in Fun with Food course and increase understanding of balanced diet) Questionnaires – at beginning & end of course Learners’ diaries Healthy lunchbox worksheets

12. Activity In small groups share ideas about how you could use this approach in your organisation for measuring wider outcomes arising from learning

13. 20 Stage 2. Collecting evidence Issues to consider Appropriate methods to capture changes Robust approaches Pilot to test the methods Identify sample groups/sizes Who will gather the evidence? Timing Review 23

14. 21 Some approaches Questionnaires One to one interviews Group discussions Participatory appraisal Storytelling and testimonies Graffiti walls Photo diaries Social media Performances and presentations 24

15. Stage 3. Analysisng the evidence Some principles of good analysis. Allocate enough time and resources Work at a level that is appropriate and manageable for your project Be clear about the kind of evidence you have and what it can tell you Involve learners, volunteers and others as appropriate Be rigorous: -draw on a range of sources -consider alternative perspectives -don’t over-claim -test out what you want to say with others

16. Stage 4 Reporting and using your findings Identify important messages to assist –Organisational planning –Quality improvement –Reporting to different audiences –Future funding –Policy influence

17. Resources Community Learning (CL) Reform website is a portal for all information on CL – over 150 resources plus links to other relevant sites: http://www.niace.org.uk/community- learning/ Measuring impact and social value http://www.niace.org.uk/community- learning/resources/measuring-impact-and- social-value 17

18. Thank you Contact details; Ian Yarroll Ian.yarroll@niace.org.uk 07799 583124 18