Third Sector Early
Intervention Fund
Grant monitoring
form – End of Year
What’s this form for?

Use this form to describe what you’ve achieved through your grant. By your grant we mean
the activities, services or facilities we are funding, as described in our original offer letter,
together with any changes we’ve agreed with you since then.

Don’t use this form to inform us about changes to your contact, organisation, bank account
or grant details. We expect you to discuss these changes with us before they happen and
submit the relevant forms.
How to fill in this form

Make sure you’ve saved this form to your own computer.

You need to answer all the questions marked with an asterisk
*.
Grant ID
30114361
Organisation name
Positive Help
Grant name (& strand)
Positive Help - Children & Young People's (C&YP) Services
Grant year
Two
Reporting period
01 April 2013 to 31 March 2015
Part one - Looking back
1.1 What progress have you made?
*
Describe the main activities you’ve started, continued or finished during this reporting
period.
In this section we require you to report on the following:

Summary of key achievements

Total beneficiary numbers

Geographic information in relation to delivery
Please complete the boxes below
1.1.1 Please provide a summary of the key achievements related to this grant e.g.
What have you been doing, and the main activities you have undertaken.
*
Since we received funding from the Big Fund (TSEIF) in June 2013 we have been able to grow
our Befriending service and launch a new Study Buddies service (previously called The
Homework Club) for C&YP affected by HIV and Hepatitis C (HCV). The specific activities and
key achievements associated with this project are detailed below.
Recruitment and induction of two new workers- Once funding from Big Fund had been
secured and job descriptions agreed, we were able to recruit both a Homework Club
Coordinator and a Befriending Service Volunteer Coordinator. Both workers came with a great
deal of relevant experience and were able to give these services the attention they needed.
Recruitment of a steering group- To ensure the efficacy of the Study Buddies service, we
recruited a team of educational professionals and youth workers to advise us on various
aspects of the service including the design of training for volunteers, designing evaluation
forms and learning tools and structuring Study Buddies sessions.
Design of appropriate evaluation tools- Monitoring and evaluation are vital components of
both services. Monitoring and evaluation tools were designed to capture information from our
volunteers, the C&YP they see, parents and other professionals involved in the care of the
C&YP. Over the last year these tools have been adapted and improved to ensure we are
collecting the correct and targeted information to enable the coordinators to see where
matches are working well and where any changes are required or additional input is needed.
Creation of a homework club room- We wanted to have a space available to Study Buddies
volunteer mentors where they could work with the C&YP they were matched with. A room in
our office was assigned to this purpose and it was decorated to make it a calm, welcoming and
child-friendly space. This is used for Study Buddies sessions most days of the week and it is
stocked with a wide range of educational resources.
Recruitment and training of volunteers- To deliver the level of activity we hoped to, we
needed to recruit at least 30 new volunteers in the first year to deliver the 2 services.
Therefore we held 2 volunteer intakes and through this recruited 35 new befriending and
Study Buddies volunteers. Our recruitment schedule includes 3 volunteer intakes per year to
ensure we have enough volunteers to match with C&YP who are referred to the service and to
replace volunteers who retire. The roles have proved very popular for volunteers and most
matches have remained stable and consistent. Each volunteer is interviewed; PVG checked
and put through extensive training comprised of 12 modules including child protection and
first aid training. There is a specific training session on encouraging academic development for
Study Buddies volunteers.
Promotion of services to new agencies and in the community-Though our Befriending
service was well established and ready to grow, our new Study Buddies service required
extensive promotion to get it off the ground. Not all avenues of promotion were equally
successful and we were met with resistance from other professionals who did not believe HIV
or HCV could affect the C&YP they engaged with. Nonetheless the Homework Club Coordinator
conducted a number of successful promotional activities, some of which are listed below.
 Promotion of the service to youth work agencies in deprived areas through arranging
meetings with workers.
 Putting up posters in cafes, shops and libraries in deprived areas.
 Contacting GPs and health centres in deprived areas and getting permission to display
posters and leaflets.
 Engaging with workers at agencies providing support to those affected by drug and
alcohol abuse, domestic abuse and homelessness.
 Sending out information packs and arranging meetings with all primary and secondary
schools in the deprived areas we were targeting.
A number of new referral pathways have been made including Dr Bell’s children and family
centre, Sick Kids Hospital, Shakti, and Saheylia – the latter two charities which work with BME
communities.
Matching C&YP with a specific volunteer- C&YP interested in receiving either befriending or
Study Buddies services are matched with a specific, dedicated volunteer. This matching is
based on the learning needs, behaviour, personality and availability of the C/YP. Time and
effort is invested in making the right match to increase chances of the C/YP engaging well
with their mentor/ befriender.
Individual Study Buddies sessions- C&YP accessing the Study Buddies service receive a weekly
session with their volunteer mentor. The mentor collects the C&YP from home and takes them
to the Study Buddies room or a suitable space in a community venue (like a library). Each
session focusses on the academic needs of the C&YP, finding engaging ways to help the C&YP
better understand and complete their homework and grasp key concepts being covered in
school. Often the mentor and C&YP will share a meal afterwards. This helps to develop a good
bond and working relationship between the C&YP and mentor and can help to introduce the
C&YP to good, healthy foods. Food poverty and poor nutrition is an issue for many of the
families we see.
Over the last year regular weekly sessions have been completed which has resulted in
increased confidence in the C&YP and improvements in their key skills. During holiday periods
they have undertaken mini projects, or gone on outings which build on their knowledge,
general confidence and wider learning. These have included trips to Edinburgh zoo, an owl
sanctuary and the museums throughout Edinburgh. Following the outings further learning has
been completed, such as looking up further information about the owls seen. This has
increased engagement from the C&YP, and developed skills in self-directed learning.
Individual befriending sessions- each befriended C&YP is seen fortnightly. They are taken on
engaging outings by their volunteer befriender. The outings give the C&YP a much needed
break from chaotic home environments and are focussed on the development of life skills
identified by the C&YP and/or parents. Some of these matches have been in place for almost
three years which is a testament to the positive and enduring bond that can be created
between the C&YP and volunteers. Our befriending volunteers have been encouraged to help
the C&YP start a scrapbook or memory box for their outings. This has been progressing well
and the children enjoy using them.
Over the last year evaluation feedback from parents has been very positive with many
commenting on how well the befriending is going and how much it is appreciated by them.
Parents tell us that they have noticed a difference in their C&YP because of the befriending
service, particularly in terms of C&YP having positive role models. The good relationships that
have developed between volunteers and the C&YP have enabled them to try out new things
and learn new skills. Altogether this service has led to the C&YP feeling happier, gaining
confidence and building up their self-esteem.
Meeting parents every 6 months- Both services are in regular contact with parents to help
foster a good working relationship and ensure the smooth running of outings/ sessions. At the
start of each match we conduct a baseline evaluation and we formally meet with parents
every 6 months to conduct follow up evaluations.
Meeting volunteers every 6 weeks for support- Support is vital to sustain the motivation and
focus of our volunteers. To aid this we have met each volunteer once every 6 weeks to offer
them a formal support session and a chance to give detailed feedback. In addition to this
volunteers are provided with ad-hoc support whenever needed and several have taken this up
on a weekly basis.
Holding bi-monthly learning sessions for volunteers- As volunteers for both of our services
work on their own with the C&YP they are matched with, it can be a lonely experience. To
help volunteers see they are part of a wider team, and to help them learn from each other,
we have been providing bi-monthly group sessions called learning sessions where volunteers
receive additional training, discuss their outings and share learning they have gained. The
group support sessions are going well and have been better attended in the second year since
we started devoting half of each session to training.
We have found the combination of these sessions along with the six weekly one to one support
has increased our retention of volunteers. Volunteers feel supported and valued which helps
to ensure that they are supporting our C&YP to achieve and surpass their goals.
We have also been training and working with our volunteers on GIRFEC and using the SHANARRI
Indicators for feedback and support and supervision. This has been important when we are
working in partnership with Social Work and Education services and by using the SHANARRI
indicators we can better communicate developmental needs and changes.
1.1.2 Your total beneficiary numbers under one of the following categories: *
Strand One Grantholders:
The number of organisations you are actively supporting (this includes partner
organisations and your member organisations);
a) in 2014-15 and b) since the beginning of your award
Strand Two Grantholders:
The number of families your project is actively supporting;
a) in 2014-15 and b) since the beginning of your award
or
The number of unique individuals your project is actively supporting
a) in 2014-15 and b) since the beginning of your award
We are a Strand Two project.
We have seen 35 children over both services between April 2014 and March 2015.
The homework club has supported 22 C&YP since it was launched and currently has 16 active
matches. C&YP seen through this service are aged between 5 and 16.
38 C&YP have been seen through the befriending service over the last two years and we have
20 C&YP in matches at the moment with 8 waiting to be matched with a volunteer. This
service was already well established and ready to grow and as such did not have to overcome
many of the issues faced by the Homework Club service.
9 C&YP people were seen by both services so in total we have seen 51 C&YP through our 2
children’s services between April 2013 and March 2015.
1.1.3 Geographic information on where you are delivering your activities. *
Strand One Grantholders should describe the reach your TSEIF has achieved for the
reporting period in question 2.3.
Strand Two Grantholders should list below each local authority area in which you are
delivering activities.
Services are being delivered in the City of Edinburgh
1.2 How much change has happened? *
Explain what difference your key activities have made towards achieving each of your
grant outcomes.
Your grant outcome one
Children and young people (C&YP) attending the befriending service are more confident
and develop better social and coping skills.
Indicators
75% of C&YP self-report an
increased ability to cope with
difficult situations.
All C&YP receiving the
befriending service will report
that the befriending activities
have helped them to develop
a key life skill.
Progress to date
In year one 73% of our C&YP were meeting this target
and this has improved to 79% in the second year.
Feedback: Tammy (mother) discussed with the
volunteer how well her daughter, Flo coped when
Tammy had a heart attack. She waited on the
ambulance coming and was a great help to the
situation. She feels that this improvement in Flo’s
resilience is due to the work she’s been doing with
her befriender.
In year one 69% of our C&YP were meeting this target
and this has improved to 95% in the second year.
Feedback: “I think she has benefitted in having some oneto-one time. Having some new experiences and having
protected time where she can fully express herself. I think
she likes to have "girl time" as she has two brothers. I have
noticed a change in her confidence and self-esteem. She is
a lot happier to take on new challenges/activities without
saying she "can't do it." She seems much more relaxed as
we have gotten to know one another. She still has a little
"panic" before leaving her mum, but copes so much better
now. We have tried lots of different activities and she is
very keen on ice skating as she gained so much confidence
with just one session. We have also talked about starting a
scrap book/memory book that she can keep something
from our time together. It has been difficult at times with
the parents as she changes meeting/drop off points quite
often and also doesn't always give me much notice when I
have to change days I see my befriendee. I am very happy
with the match. Anna is a vibrant, funny, lovely girl. We
have lots of fun and giggles together. I really look forward
to meeting up with her every two weeks” – feedback from
Nicola, Anna’s befriender.
Family members and other
professionals involved in the
care of befriended C&YP will
report a positive change in the
confidence, resilience or
another key life skill.
In year one 61% of our C&YP were meeting this target
and this has improved to 95% in the second year.
Feedback: when attending a Looked After Accommodated
Children (LAAC) review for Bill, the coordinator received
feedback from the foster father and teachers that the
befriending service was a great help in his situation;
offering stability and increasing his morale following the
death of his mother and placement in foster care, helping
him to cope in the very difficult situation.
If you’ve achieved more or less change than you planned, explain why you think
this is.
The numbers of C&YP reporting change for this outcome were slightly less than expected for
year one but the scale of change we saw with most families during this time was significant
(please see case studies in Appendix 1). Change was more commonly reported for new
matches where volunteers and their C&YP had been matched for a year or less. This is because
we were able to invest a greater level of staff time and support in each new match- thanks to
the support of the Big Fund.
Over the last two years several longstanding matches have been brought to a natural end,
where the C&YP no longer needs the support provided through the befriending service. This
has liberated capacity within the service, allowing new C&YP to be seen.
All new matches clearly establish the goals and development needs of the C&YP from the
start, making it easier for volunteer befrienders to design outings to achieve these. As a
result we were confident that as new matches continued to run, more C&YP would report
achievement of the indicators associated with this outcome. This has proved to be the case
and the percentage of C&YP meeting these indicators has risen.
We currently have six very new matches which are not included in the figures above as these
C&YP have not yet had their 6-month review point at which changes can be measured.
Your grant outcome two
Children and young people (C&YP) receiving our services will have an improved
attitude to learning.
Indicators
Progress to date
C&YP report they enjoy / 'feel In year one 78% of our C&YP were meeting this target
better' at school
and this has improved to 84% in the second year.
Feedback received: Marcus says he “loves school because
he is the most popular Polish kid now and doesn’t get
bullied at all” – a major problem at the beginning was the
level of bullying because he was Polish and his English
wasn’t very good. His English has dramatically improved
following being matched with a Study Buddy mentor. We
worked with the school to address the bullying issue.
C&YP will report spending
more time on self-directed
learning and are self
motivated
In year one 71% of our C&YP were meeting this target
and this has improved to 89% in the second year.
Teachers and parents will
report that C&YP engages
better at school
In year one 71% of our C&YP were meeting this target
and this has improved to 95% in the second year.
Feedback received: “we went the whole bus journey to
the library reading Emma’s school reading book, reading a
page each. This was Emma’s idea.” Feedback from
Emma’s mentor, at the beginning of the match even
getting Emma to sit down was hard, all she would do workwise was her maths because she had such little confidence
with her literacy skills. Her willingly reading on the bus is
quite impressive.
Feedback received: Amanda’s teacher reported “Amanda
now sits with the rest of the class in group activities such
as story time, and won’t wander off or interrupt me.
She’s a lot calmer and much more settled now.
If you’ve achieved more or less change than you planned, explain why you think
this is.
This service was working well and meeting indicators associated with this outcome in year
one. This has got even better in year two.
The factors that seem to be making the biggest difference here are the individual attention
C&YP receive from their mentor and the learning techniques the mentors use. Mentors are
trained to start working with their C&YP at the educational level they are at rather than
where they should be. Going ‘back-to-basics’ in these individual sessions allows the C&YP to
have positive learning experiences as they see what they can do rather than what they cannot
do. This builds confidence and understanding and allows the C&YP to catch-up with their
peers.
Our coordinator has worked well with our new volunteers to ensure that the service continued
to improve and exceed our targets and expectations. Our volunteers work very hard and show
great commitment, meeting their matched C&YP on a weekly basis. Having this sustained and
reliable relationship brings about trust and confidence in the C&YP and allows them to
flourish.
Your grant outcome three
Children and young people (C&YP) attending the homework club will be more successful at
school
Indicators
C&YP attending the homework
club will have improved
grades at school.
Progress to date
In year one 64% of our C&YP were meeting this target
and this has improved to 84% in the second year.
C&YP will report increased
confidence in completing
homework tasks
In year one 64% of our C&YP were meeting this target
and this has improved to 89% in the second year.
Parents and workers involved
in the care of the C&YP will
report an improvement in
learning skills of the C&YP
attending the homework club.
In year one 64% of our C&YP were meeting this target
and this has improved to 84% in the second year.
Feedback received: One mentor reported “Ollie’s teacher
said he was performing better in some aspects of his work
such as geography and history (areas I have been helping
him with)”.
Feedback received: “Miguel has been enjoying topics like
Canada and learning about ice hockey, and the rules of
sport. He thinks his writing has been improving and since
starting with Study Buddies he thinks his maths has got
better” reported by Miguel’s Study Buddy mentor.
Feedback received: Mandy let us know that two of her
children had really good reports from school. The teacher
had commented on how much their English and Maths had
improved over the last few months since being matched
with our mentors.
If you’ve achieved more or less change than you planned, explain why you think
this is.
Though slightly fewer C&YP demonstrated these indicators than expected in the first year, this
was due to the length of time the matches had been active for (at that time). It was fully
expected that the progress would improve.
This has been the case as shown with year two figures. As the individual matches have
become better established and built up supportive relationships, this has benefitted the C&YP
immensely. They have all shown marked improvement at school, with some exceeding
individual targets by far. General confidence has also improved and as has awareness of
boundaries while out in public.
Your grant outcome four
Children and young people (C&YP) receiving the befriending service have improved well-being.
Indicators
50% of C&YP receiving the
befriending service report
improvements in their mental
or physical well-being: they
will feel happier about
themselves or healthier.
Progress to date
In year one 50% of our C&YP were meeting this target
and this has improved to 89% in the second year.
50% of C&YP using the
befriending service introduced
to a new form of exercise that
they can sustain.
In year one 42% of our C&YP were meeting this target
and this has improved to 89% in the second year.
Family members and other
professionals involved in the
care of befriended C&YP will
report a positive change in the
well-being of the C&YP.
In year one 81% of our C&YP were meeting this target
and this has improved to 89% in the second year.
Feedback: “Liam appeared keen and confident when I
picked him up. His emotional wellbeing seems to have
improved since last I saw him. Physically, he seemed to be
in better health too. Liam was tired from all the outdoor
activities but he was still confident and engaging after
Skiing” – feedback from Ewan, Liam’s befriender. Since
they were matched the pair have had lots of active outings
and Liam has found he is very good at skiing which has
improved his overall confidence.
Feedback: “Anna was a natural at climbing; she was very
confident throughout the session and wanted to compete
with the adults. One of the staff asked if Anna would like to
join the Kid's Club, and she said to me she was keen to do
that” feedback from Nicola, Anna befriender. They often
go swimming, ice skating or climbing as part of their
activities. Feedback from another of Anna’s outings: “Anna
was awesome on the ice, full of confidence and even met a
new friend, who is training to be a professional, so was
giving Anna some advice” – and Anna commented “I enjoyed
ice skating because I met a friend called Claire.”
Feedback: Liam’s mother reported “It’s good to see Liam
trying out new things; he is much more confident and looks
forward to seeing Ewan. He is excited to go out with Ewan
and happy when coming home. He is learning to swim and is
more confident in the water and loves the diving board. He
is also getting on well with skiing and showing great talent!”
Another child’s parent reported she is extremely satisfied
with the befriending service and is so glad that Positive Help
has come into her life. She recently had a heart attack and
relies on the service to ensure the children have some fun
outings to get away from the home as she can’t get out and
about as much. The service gives them much needed one to
one time with an adult where they are able to talk about
the issues affecting them in a safe environment.
If you’ve achieved more or less change than you planned, explain why you think this
is.
In the first year we achieved slightly more change for this outcome than we had expected to as
these were new targets for the service.
This is attributable to the time and effort each volunteer invests in outings with their C&YP.
These outings are tailored to the needs and interests of the C&YP and as such are very
engaging. The active nature of many of these outings helps to promote better physical wellbeing.
The sustained, supportive relationship helps to promote trust and gives each C&YP someone
they can open up to about their problems. This seems to help to improve mental well-being in
the C&YP over time.
This was improved upon during year two with achievement far exceeded our expectations. The
majority of our C&YP are regularly enjoying outings which are both fun and active, such as
swimming, climbing and going to soft play centres.
1.3 What have you learned? *
Give details of:
 any achievements or unexpected outcomes you’d like to share with us
 any difficulties you’ve faced and how you’ve managed them
 how you’ll use or share what you’ve learned from your own monitoring or evaluation
 any changes you’ll make to your grant because of what you’ve learned.
Strand One grantholders should ensure you demonstrate and provide examples to show
how your grant has contributed to national policy and practice and/or better access to
effective service during this reporting period.
Any achievements or unexpected outcomes
Positive Help is very happy with the progress that our services have achieved for C&YP over the
last two years. The services are based around our young clients and respond to their needs.
The flexibility of this approach and the dedicated one-to-one support provided by each
volunteer means that we can achieve very positive results over short periods of time. We
continue to learn from the feedback we receive from our volunteers and the C&YP themselves.
One achievement in the first year was the design and launch of the Study Buddies Service (at
the time, this was called The Homework Club). This involved the recruitment of a steering
group comprised of professional educators and youth workers to ensure that the project was
based on experience and good practice. Time was also taken to design appropriate evaluation,
promotion and training tools for use in the project.
Once launched, a key achievement was the number of referral links established with other
agencies. These, plus the community-based promotion conducted led to 17 C&YP receiving the
Study Buddies service in the first year.
All C&YP using this service have been introduced to the library and given a library card. We
were surprised to see how positively our C&YP responded to this opportunity. Many have made
great improvements with their reading as a result; borrowing books on their own. The library
has also been used as a venue for Study Buddy sessions. One boy in particular amazed us as he
struggled greatly with reading at the start of the match, having a reading age many years below
his actual age. After being introduced to the library and receiving the Study Buddy service, his
skills improved so much that he decided to take on the summer reading challenge last year.
This challenge was to read a new book each week over the summer; which was an amazing
achievement for him.
Above all this though, the single biggest achievement has been the progress made by C&YP
receiving both the Befriending and Study Buddies services. We knew that C&YP receiving the
Study Buddies service would see improvement in their academic abilities, but we have been
pleasantly surprised at the speed at which these improvements have happened and the change
we have seen. This is a testament to the resilience of the C&YP seen and the focussed work of
our volunteers.
We are very pleased with the marked improvements during the second year. In part, this is due
to the very committed and talented bank of volunteers we have and work done by the volunteer
coordinators, to recruit, train and support them. We have also made marked improvements
with our monitoring and evaluation system which has increased the quality and volume of
feedback we receive from volunteers, C&YP, parents and teachers.
Any difficulties faced and how these were tackled
An unexpected difficulty we have faced has been the lack of interest in the Study Buddies group
sessions. We had originally intended to run group sessions for up to 6 C&YP at a time in our
homework room. These sessions would have had a focus on maths, reading/writing or computer
skills and would have been run in addition to the weekly individual sessions. Although families
were asked if their C&YP would like to attend a group session, they all turned this down. There
were various reasons for this, but the predominant factor was that of confidentiality and
worries around the C&YP becoming aware of their parents HIV or HCV status.
This project has allowed us to engage with more families through the two C&YP services. New
C&YP for these services have come through the referral links created and many of these live in
chaotic households affected by drug use, heavy alcohol use or domestic violence. One difficulty
experienced by both the Befriending Volunteer Coordinator and the Homework Club Coordinator
are difficulties in arranging meetings with parents- often taking several attempts before a
meeting would happen. This often slowed down the matching process.
Both workers tackled this problem by being very flexible with clients, reminding them of
appointments before they were due to happen and meeting the parents at the end of other prearranged appointments. This flexible approach has been very successful for allowing meetings
to happen.
As we have started to see C&YP from more chaotic households, there have been some
challenges experienced in sustaining matches. This has affected the Study Buddies service much
more than the Befriending service; possibly due to the Study Buddies sessions being more
regular and focussed on academic development. The Homework Club Coordinator in particular
has had to invest time and energy into relationship building with families and troubleshooting to
ensure the continuity of matches. This has sometimes involved re-matching C&YP with a
different mentor or changing the delivery style used. This investment has paid off and the
majority of matches have been sustained.
Working with more chaotic families has brought new challenges; there is more demand on the
volunteer’s time, energy and understanding of family dynamics, as well as dealing with difficult
and challenging behaviours. Not all volunteers are able or willing to do this. More staff time
has had to be invested in these matches as there is a need for more support for volunteers
working with these C&YP and families due to the issues that arise.
Another unexpected challenge was the resistance the Homework Club Coordinator was met with
when approaching the schools to promote the Study Buddies service. Many schools believed
that they wouldn’t have C&YP attending the school who would be affected by HIV or HCV. This
highlighted that stigma is very much still present for C&YP affected by HIV or HCV. The worker
overcame this obstacle during the first year by asking parents (when appropriate) if she could
contact their C&YP’s teacher directly. During the second year the coordinator addressed this
by liaising directly with the Senior Education Welfare Officer. Workshops have also now taken
place with Pupil Support Leads, Social Workers and Health Visitors to further promote the
services.
How you’ll use or share what you’ve learned from your own monitoring or evaluation
The information gained from monitoring and evaluation has been used to adapt our services.
The Befriending service has become much better at establishing the goals of the C&YP receiving
the service based on feedback from matches that had been running for more than a year.
The Study Buddies service has become much more flexible to the needs of individual C&YP
based on feedback we have received and observing approaches that work.
Any changes you’ll make to your grant because of what you’ve learned
Though we have made many changes to the delivery of our services based on our learning, there
are no significant changes required to the grant as a result of these.
1.4 What did you spend the money on? *
Give a breakdown of your expenditure for the reporting period.
Don’t include any VAT you can recover from HM Revenue and Customs. Only enter whole
numbers.
Total costs £
Revenue
Start-up Costs
Salaries
Recruitment
Training
Monitoring & Evaluation (and
volunteer expenses)
Office Equipment and IT
Funding from TSEIF £
Planned
£1,300
£52,694
£1,200
£9,150
£6,750
Actual
£1,300
£55,985
£1,926
£16,054
£20,719
Received
£550
£35,910
£800
£3,000
£2,500
£5,194
£7,603
£1,500
£1,500
£0
Revenue total
Overheads
Staff
Accommodation
Utilities
£75,888
£103,587
£44,260
£44,260
£0
£94,469
£27,500
£11,400
£91,611
£27,713
£11,329
£6,000
£6,000
£2,200
£6,000
£6,000
£2,200
£0
£0
£0
Overheads total
Capital
£133,369
£130,653
£14,200
£14,200
£0
£0
£0
£209,257
£209,257
£0
£0
£234,240
£234,240
£0
£0
£58,460
£58,460
£0
£0
£58,460
£58,460
£0
£0
£0
£0
Capital total
Total for reporting period
Final total
Spent
Difference
£550
£0
£35,910
£0
£800
£0
£3,000
£0
£2,500
£0
Explain any significant differences between the amounts you’ve received and spent and
how this may affect your grant. If you’re not sure whether the difference is significant
please discuss this with your funding officer before you return the form to us.
The above figures are for the period April 2013 to March 2015, if you require separate figures
for April 2014 to March 2015 please let us know.
We have spent the entire grant from TSEIF as planned. The children’s services have been more
expensive to run than initially anticipated, costing an additional £24,983 over the two years.
These funds have been sourced from other funders including the Volant Trust and Christina Mary
Hendrie Trust. A similar increase is not expected in year 3.
Part two – Equality information
2.1 Who has benefited from your grant? *
Strand One – proceed to question 2.3
Strand Two - complete all of Part Two
Please complete for each category the percentage of people who have directly
benefited from your grant during this reporting period. You should give details of the
people that use your service directly (please refer to your answer in section 1.1.2).
All strand two grantholders should complete this section with as much detail as possible
and where you consider appropriate. If you have any concerns about completing this
please speak to your Funding Officer.
The total for each table should always be 100 per cent.
Ethnic background
White
English/Scottish/Welsh/Northern
Irish/UK
Irish
Gypsy or Irish Traveller
Any other white background
Mixed / Multiple ethnic groups
Mixed ethnic background
Asian / Asian UK
Indian
Pakistani
Bangladeshi
Chinese
Any other Asian background
Black/African/Caribbean/Black UK
African
Caribbean
Any other Black/African/Caribbean
Other ethnic group
Arab
Any other
Total
Percentage %
Gender
Male
Female
Total
Percentage %
47%
53%
100%
Total
Percentage %
100%
0%
0%
100%
Age
0 - 24 years
25 - 64 years
65 + years
50%
16%
6%
4%
8%
16%
100%
Disability
Disabled
Not disabled
Total
Percentage %
2%
98%
100%
Total
Percentage %
Unknown
Unknown
Unknown
Unknown
Unknown
Unknown
Unknown
Unknown
100%
Sexual orientation
Heterosexual
Lesbians, gay men or bisexual people
Total
Percentage %
Unknown
Unknown
100%
Religion or belief
No religion
Christian
Buddhist
Hindu
Jewish
Muslim
Sikh
Other religion
2.2 (Strand Two only)
How have you arrived at these percentages? *
Explain what your percentages are based on, for example, data you routinely collect,
surveys or monitoring forms.
Data on the demographic/ equality information above was collected mainly through routine
data collection (age and gender) or through discussion with parents. Though several clients are
known to identify as Atheist, Christian and Muslim, this data is not routinely collected for
clients. Information on sexual orientation was not collected due to the ages of the C&YP
accessing the service. Equalities information is collected routinely for all workers including
volunteers.
2.3 How well did you reach everyone who could benefit from your grant?
Both Strand One and Strand Two to complete
Describe what you’ve done to make sure everyone who could benefit from your service
knew about it and was able to get involved. If your service hasn’t been as effective as
you would have liked, explain what you’ll do differently in the future.
Strand One awards should detail whether or not they covered the geographical reach
as outlined in their original application.
Both services included in this project were well promoted though our existing networks with
health, social work and voluntary sector agencies.
Though this promotion was useful for reaching some C&YP in need of this service we wanted
to ensure we were reaching those C&YP and families who were in greatest need of our helpespecially those that were not already engaging with other services. Towards this, we put up
posters in cafes, libraries, doctor’s surgeries and shops in areas of greater deprivation. This
was very effective and we received several self-referrals in this way.
We also built referral links with other agencies including Barnardo’s, Shakti, and Saheylia. This
was very useful for reaching families in desperate need of our support and ethnic groups which
were under-represented in our client base.
We had limited success in promoting the Study Buddies and Befriending service through
schools, and were sometimes met with quite negative responses. Though we contacted many
schools in areas of greater deprivation, many of these were adamant that no C&YP attending
their school could be affected by either HIV or HCV.
In addition to this targeted promotion we also promoted the service online (through the
website ‘Gumtree’ and on our own website and Facebook page) and in the mainstream media
(through an advertisement in the Evening News).
Promotion of these services is ongoing and we continue to meet with new agencies to tell
them about our services, the impact these have and how C&YP in need can access them.
Part three - Looking ahead
3.1 How prepared are you for the next reporting period, from 1st April 2015 to 31
March 2016 ?
*
Use this traffic light system to help us get a sense of how well prepared you think you
are for the challenges ahead. Just put an X against the rating that you think is the most
appropriate .
Please be open about sharing any concerns with us. We’re more likely to be able to help
and support you to reach a successful conclusion if you let us know about any problems
early on.
GREEN
Everything’s on track and you don’t expect any problems.
AMBER
A problem may arise but you’re confident you can handle it.
A problem is likely to arise that could seriously affect your grant.
RED
Your rating


 Your ability to deliver your planned activities.*





 Your ability to control grant costs.*





 Your ability to achieve your outcomes and indicators.*


 Your organisation’s ability to remain financially healthy.*


 A change to your organisation’s legal status or governance.*


 External factors, including changes in legislation.*



Your ability to secure other funding you need for this grant (where
applicable).*
Your ability to get or retain the staff or other resources you need for
this grant.*
Your ability to deliver your equalities plans for this Grant (where
applicable).*


 A potential change in the need for the grant.*
Please explain any concerns you have, how you’re planning to manage them and if there
are any ways you think we may be able to help.
*
We have no concerns about the delivery or financing of the children’s services.
If you’d like to provide more information on anything you’ve rated Amber or there’s
anything else you think we should know about, please give more details here.
You can write up to 1,000 characters (about 150 words).
3.2 How much do you plan to spend and how much will you receive from the
Third Sector Early Intervention Fund? *
Please update your budget for the next reporting period (1 April 2015- 31 March
2016). Don’t include any VAT you’ll be able to recover from HM Revenue and
Customs. Only enter whole numbers.
Total costs
Revenue
£
Start-up Costs
Salaries, NI and pensions
Freelance Fees
Recruitment
Training
Travel/outing and other volunteer/ service
delivery expenses
Marketing & Communications
Monitoring & Evaluation
Professional and Legal Fees
Project Development
Office Equipment & IT
£0
£32,438
£0
£200
£6,500
£18,500
Amount
from TSEIF
£
£0
£9,317
£0
£0
£4,000
£3,600
£700
£500
£900
£0
£1,250
£0
£0
£0
£0
£0
Revenue total
Overheads
Staff
Accommodation
Utilities
£60,988
£16,917
£42,904
£7,125
£4,000
£4,200
£3,000
£1,200
Overheads total
Capital
£54,029
£8,400
0
0
0
0
Capital total
Final total
£115,017
3.3 Have you secured any other funding you need?
£25,317
*
If some of the money for your work will come from other sources, confirm where it will come from
and whether you’ve secured it yet (leave this question blank if we are funding the entire grant).
Funding source
Children in Need
Amount (£)
£20,100
Secured?
 Yes  No
£10,000
 Yes  No
£4,300
 Yes  No
£10,000
 Yes  No
First State Investment Scotland Fund
£5,600
 Yes  No
Lloyds TSB
£4,000
 Yes  No
Small Trust Donations
£8,800
 Yes  No
£26,900
 Yes  No
The Robertson Trust
RS McDonald
Volant
Other pending applications
Total
£89,700
3.4 As you enter your final year what plans do you have towards making sure the
benefits of your grant have a lasting impact after funding from Third Sector Early
Intervention Fund ends?
*
The sustainability of the impact made on the lives of C&YP has been a key
consideration of this project. To aid this C&YP are introduced to resources in their
community such as libraries and parks that they can access after they have stopped
using our services. Often these are places that the C&YP had not made use of before.
Activities for both services are designed to build the inner resilience of C&YP so that
they will eventually ‘out-grow’ the service and function well on their own. For the
Study Buddies service this involves finding engaging ways to break down barriers to
learning and academic environments. Mentors have seen resources such as educational
games, ‘snap cubes’ and computers greatly increase the interest their C&YP have in
their homework and learning. We are confident that many of these C&YP will be able
to sustain and build upon the work done in Study Buddies sessions long after they stop
receiving it.
For the Befriending service, the bond between befriending volunteer and C&YP allows
them to talk through issues affecting the C&YP, identify ways of developing life skills
and introduce the C&YP to new activities. The increased emphasis on sporting activities
is expected to help C&YP expand their social networks and promote better physical
health long after they stop using the Befriending service.
For both services, the ending of matches are managed carefully to ensure that C&YP
are able and ready to move on.
Due to the success of both services and the impact they are having on C&YP’s lives we
aim to source continued funding for these services through a variety of trusts and
grant-giving organisations.
Part four – Declaration
Check the box to confirm that:

the information in this report is accurate and true and has been approved by the
governing body of your organisation

the money from Third Sector Early Intervention Fund has been used exclusively
for the work described in your original application, together with any changes
you’ve agreed with us since then

there haven’t been any significant changes to your grant or the governance of
your organisation apart from any you’ve told us about and we’ve agreed to in
writing

you’ve told us about all other sources of funding for your grant and you haven’t
received any duplicate funding for the activities, services or facilities Third
Sector Early Intervention Fund is paying for

you have sought to achieve value for money for your grant by securing goods and
services at reasonable prices

your organisation keeps full and proper accounts and records, including invoices
and receipts, which show how the money from Third Sector Early Intervention
Fund has been used

your organisation has an equal opportunities policy and that is carried out and
regularly reviewed, together with appropriate safeguarding policies and
procedures for working with children, young people or vulnerable adults.

Your organisation hasn’t disposed of any Third Sector Early Intervention Fund
assets without getting permission from us in writing

your organisation is following all current statutory requirements and other laws
and regulations relating to the grant and its work including: adherence to
employers’ liability insurance; the national minimum wage; the working time
directive; health and safety; safeguarding of children, young people and
vulnerable adults; data protection and intellectual property rights legislation.
*
I agree
Attachments
Please attach:
 examples of how you’ve acknowledged Third Sector Early Intervention Fund support
in your publicity
 copies of letters confirming any other funding you’ve secured for your award since
your last monitoring report
Thank you for completing this monitoring report, updating us on the progress and
challenges within the reporting period. Please save a copy of the completed form for
your own records and forwarded a copy along with any relevant attachments to your
funding officer.