Review of Voluntary Sector Organisations
(Community Learning and Development)
Girlguiding Scotland
20 January 2009
Contents
Page
1. Introduction
1
2. Context and background
1
3. Key strengths
2
4. How well did Girlguiding Scotland meet the needs of its
stakeholders?
5. How effective was Girlguiding Scotland in key aspects of
management?
2
4
6. How effective was the leadership of Girlguiding Scotland?
5
7. What is Girlguiding Scotland’s capacity to improve?
6
8. Main points for action
6
9. What happens next?
6
Appendix 1: Quality indicators used to evaluate
Girlguiding Scotland
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1.
Introduction
In October 2008, the Scottish Government commissioned HM Inspectorate of
Education (HMIE) to undertake a review of Girlguiding Scotland. HMIE and the
Scottish Government agreed the quality and performance indicators to be used in the
review from the framework of indicators within the HMIE publication How Good Is
Our Community Learning and Development?2 (HGIOCLD?2).
The fieldwork for the review took place between 20 and 22 October 2008. A visit in
advance of the review was undertaken to talk with the Scottish Chief Commissioner
and the Executive Director. A series of interviews and focus groups were conducted
at headquarters (HQ) during the review involving office bearers, committee members,
full- and part-time staff and participants. A visit to meet advisers and trainers at the
organisation’s training centre at Netherurd was undertaken and a number of
telephone interviews with stakeholders were also carried out.
Questionnaires were distributed to key stakeholders across Scotland.
Questionnaires were returned from 27 respondents. Girlguiding Scotland provided a
detailed self-evaluation in advance of the review, together with comprehensive
supporting documentary evidence.
The cooperation of committee members, managers, staff and stakeholders is
gratefully acknowledged.
2.
Context and background
Girlguiding Scotland is a major volunteer led organisation working with girls and
young women throughout Scotland. It has over 60,000 members, including
8,000 adult volunteers who operate in 38 guiding Scottish ‘counties’. It functions
under the auspices of Girlguiding UK.
Girlguiding UK was founded in 1910 and has international links to guiding
associations worldwide. Girlguiding Scotland operates four sections for girls and
young women according to age:
•
•
•
•
Rainbows
Brownies
Guides
Senior Section
5-7 years with over 10,000 members
7-10 years with over 25,000 members
10-14 years with over 14,000 members, and a
with 1,847 members.
In addition, over 8,000 adult volunteers operate as rangers, young leaders, guiders
and commissioners and other appointment holders.
The organisation employs 50 staff of whom 23 are full-time. This comprises 17 at its
(HQ) in Edinburgh, 24 in guide shops in Edinburgh, Aberdeen, Dundee and Glasgow
and nine at its Netherurd Training and Activity Centre. The HQ supports
38 ‘counties’ each managed by volunteer county commissioners who work through
local divisions and districts. Each county has an Executive Committee.
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Girlguiding Scotland receives a grant of £46,000 per-annum from the Scottish
Government. The organisation had a total income of £1,734,880 in 2008.
3.
Key strengths
The review of Girlguiding Scotland identified the following key strengths.
•
The long term commitment and dedication of adult volunteers.
•
Effective leadership development and volunteer training provision.
•
Effective programmes to develop confidence, achievement and citizenship skills
with girls and young women.
•
A high level of charitable activity by guiding units.
•
Strong participation by adult volunteers and young leaders in the management
and policy development and planning.
•
Steps taken to overcome barriers to participation for girls and young women with
additional support needs.
4.
How well did Girlguiding Scotland meet the needs of its stakeholders?
How well did Girlguiding Scotland impact on girls and young women?
Girls and young women in Girlguiding Scotland were developing confidence, skills in
citizenship and were active contributors in their communities. Although, loss of
members in the transition between Brownies and Guides remained a challenge,
many of those involved demonstrated a long-term commitment to the organisation
and its ethos. Many had been able to develop leadership skills and some had
participated in award programmes including Queen’s Guide and The Duke of
Edinburgh’s Award. Participants were able to report wider benefits to their
involvement including their progress in education, employment, in social situations
and in practical skills including camping and outdoor activities. There was scope to
increase the number of young women engaged in award programmes.
The programme of activities for each section had been updated and reviewed at UK
level. This process had involved consultation with participants. A very well designed
CD Rom for the senior section provided clear information on progression
opportunities. Some Guides and young leaders saw a need for changes to the
programme to achieve a better balance between structured, planned activity and
flexibility.
Although, overall membership had declined, in some local areas numbers were
increasing. There was unmet demand for provision with a waiting list for Guides,
Brownies and Rainbows approaching 4,000. A Lone Guiding scheme had been
introduced to enable participation by girls and young women in isolated rural areas or
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those unable to attend local unit meetings for other reasons. A sample questionnaire
had recently been used to gather the views of around 300 participants. Results from
a 50% return had been very positive with respondents reporting improvements in
skills and confidence, team work and enhanced friendship networks. Information
gathered was used to inform programme planning.
The organisation was achieving important outcomes but there was a need for the
organisation to develop systems to improve analysis and reporting so that
stakeholders could appreciate more fully the scope of their achievements. For
example, basic information on the significant number of Guides engaged in charity
work and the amount of money raised was not collected or reported. The
organisation hoped to improve this through the development of ‘project streamline’
which would improve data systems.
How well did Girlguiding Scotland impact on communities?
Active citizenship remains a core value of the organisation. Members are engaged in
high levels of charitable activity with local units deciding which charities to support.
Local units were involved in Remembrance Sunday events, coffee mornings and
other community events. Parent volunteering is encouraged and a new scheme was
providing scope for parents with limited time to get involved on a more flexible basis.
The organisation was planning its centenary celebrations which are to be preceded
by a year of community action activities entitled ‘changing the world’. Activities
involve developing partnerships between local units and charities.
Girlguiding Scotland is involved in regular communication with other uniformed youth
organisations and is working to develop relationships with other youth work providers
through YouthLink Scotland. Involvement by local units in community learning and
development partnerships, community planning and youth engagement was very
limited. There was a need to address this through improving communication and
joint work with the other organisations.
Girlguiding Scotland are involved in a range of international work with leaders and
volunteers working on community development projects in Ghana and other
countries. The organisation has hosted a number of international camps in Scotland.
Leaders involved were able to describe life changing experiences including a more
full appreciation of world inequalities.
Impact on paid and voluntary staff
Paid staff and volunteers were highly motivated and valued their involvement. Many
adult leaders demonstrated a long term commitment. They had been involved in the
organisation since joining as Brownies and had progressed through Guides into
leadership roles. Volunteers demonstrated high levels of confidence and reported
very good support from HQ with good access to training and development
opportunities. Volunteers were expected to undertake training on a regular basis.
Training and procedures for child protection were thorough and the organisation
valued its reputation for safety. Those involved in leadership positions complete the
necessary training and are then appointed for a limit of three years prior to
undertaking a review process to renew their appointment. This involved a focus on
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achievements, areas for improvement and identification of future training needs. The
Leadership Qualification had recently been reviewed and updated providing a
competence-based training programme. However, information on numbers taking
part or completing the qualification was not readily available from the current
database at the time of the review.
Volunteers had good opportunities to participate in committees and working groups.
Weekend events were used to provide training and networking opportunities. District
and county commissioners met on a regular basis and promoted a strong
team-working approach to decision making and programme delivery.
Features of good practice: Leadership Training and Development
Training and development opportunities for adult leaders included a competence
based Leadership Qualification. A Young Leaders training programme for Senior
Section members included content on how to use the qualification and skills gained
in wider aspects of work and life.
More detailed information is available at www.hmie.gov.uk.
5.
How effective was Girlguiding Scotland in key aspects of management?
Inclusion, equality and fairness
Staff, volunteer leaders and participants demonstrated the inclusive approach of the
organisation. They saw an inclusive ethos as a core part of the guiding promise.
The organisation had made considerable efforts to involve girls and young women
with additional support needs. For example, West Lothian operated a unit in a
special school. A unit operated in the Royal Blind School providing the guiding
experience for young women with complex additional needs, while young women
with a variety of additional needs were being integrated into local units. Unit leaders
were confident in the organisation’s ability to provide the necessary support to
overcome barriers to participation. Each Girlguiding County had an advisor for
additional needs who was fully involved in ensuring an appropriate place for any girl.
A Me Too CD Rom learning resource had been produced and issued to every unit
following its launch at a conference. The Garden House at Netherurd Training
Centre had been designed to provide opportunities for participation for girls with
additional support needs.
However, Girlguiding Scotland’s membership showed very low numbers of black and
ethnic minority members despite strong central messages about the organisation’s
positive ethos, international and multi-cultural appeal. Information on the guides for
speakers of other languages was not made available. The organisation had
attempted to address an identified image problem to overcome stereotypical
perceptions of its membership. Greater efforts were needed to recruit volunteers and
develop provision amongst under-represented groups and communities.
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Participation of service users and other stakeholders
There was a very strong level of volunteer involvement in policy development and
planning. The organisation had taken steps to improve communication as part of an
overall strategy. Volunteers were involved at unit, district, area and Executive
Committee level and working groups and committee sub-groups were used to extend
participation in developments. A newsletter was used to aid communication and the
organisation’s website was becoming an increasingly important tool for local unit
leaders. Young leaders and other Senior Section members were involved in
contributing their views through Polaris – a social network for 16-25 year olds with
links to the Scottish Youth Parliament. The organisation’s business plan was
reviewed at weekend events involving large numbers of volunteers from across the
country. Overall, communication with stakeholders could be enhanced by providing
improved performance information on the organisation’s achievements and relating
this to planned outcomes.
Operational planning
Girlguiding Scotland produces a regular business plan update based on priorities
against strategic objectives originally set in a review held in 2000. The business plan
update for 2008-10 was informed by a business planning weekend attended by
members of the Scottish Executive Committee, other committee members with
delegated responsibility for operational plans, members of the Polaris youth forum,
senior staff and County Commissioners. The business plan set out a list of activities
with budget allocated and clear procedures for financial control. However, overall
plans were not sufficiently outcome focused and few aspects were specific or
measurable. Planning was not informed by a robust self-evaluation process or
assessment of the overall strengths and improvement priorities. The original
strategic priorities within the business plan did not relate adequately to the main
challenges identified in the recent self-evaluation conducted by the organisation in
advance of this review. There was a need for Girlguiding Scotland to develop
awareness of outcome-focused planning tools, to strengthen their approach to
self-evaluation and to improve the use of performance information. The opportunity
to set strategic priorities within the wider context of current government priorities for
youth work and (CLD)had been missed. This had the effect of obscuring some of the
significant achievements of the organisation as a whole.
6.
How effective was the leadership of Girlguiding Scotland?
The Scottish Executive Committee provided strong leadership for the organisation.
New trustees receive induction training and the residential business development
events are used to develop strategic planning. The Scottish Chief Commissioner and
the Executive Director were strongly committed to the organisation and worked well
together. Leadership responsibilities were shared throughout the various layers of
the organisation involving committee members, sub-committees and working groups
comprising volunteer’s leaders and paid staff. Financial governance and risk
management were very good with clear lines of accountability to the Executive
Committee. Project control documents were used to ensure projects were kept
within allocated budget. However, the strategic priorities and business plan of the
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organisation as a whole needed to be updated to achieve a stronger focus on
outcomes and an improved articulation to identified challenges.
7.
What is Girlguiding’s Scotland capacity to improve?
Volunteer leaders and office bearers throughout the organisation demonstrated a
very strong commitment to the development of the organisation. There were good
arrangements for succession planning through ensuring a turnover of office bearers
with tenure limited to three years. The organisation was achieving significant
outcomes for girls, young women and adult volunteers but these were not being fully
evaluated. The organisation could be more effective in communicating and
publicising the relevance of its achievements to wider stakeholders. There is a need
for the organisation to improve its capacity to analyse trends, evaluate performance
against outcomes and ensure that strategic priorities fully address identified
challenges.
8.
Main points for action
Girlguiding Scotland should take action to address the following main points for
action.
•
Improve the capacity to undertake self-evaluation and outcome focused-planning.
•
Continue to address the profile and image of the organisation and report more
widely on achievements.
•
Improve the capacity to gather and analyse relevant data at Scottish
Headquarters level.
•
Widen participation by targeting under represented groups and communities.
•
Improve partnership working with other youth work organisations at local level.
•
Ensure a better match between strategic priorities and identified challenges.
9.
What happens next?
HMIE will take no further action in respect of this review and recommends that
Girlguiding Scotland takes action on the main points for action above.
Peter Hamilton
Managing Inspector
HMIE
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Appendix 1:
Quality indicators used to evaluate Girlguiding Scotland
HM Inspectors use performance measures and quality indicators when making
judgements in their reviews of national voluntary organisations. The quality
indicators used were selected from those published in June 2006 in the publication
HGIOCLD?2. This publication is available on the website www.hmie.gov.uk.
In the report and this appendix we make clear the judgements made by using these
word scale categories:
Excellent
Very good
Good
Satisfactory
Weak
Unsatisfactory
Outstanding, sector leading
Major strengths
Important strengths with some areas for improvement
Strengths just outweigh weaknesses
Important weaknesses
Major weaknesses
1.1 Improvements in performance
2.1 Impact on young people
3.1 Impact on paid staff and volunteers
4.1 Impact on the local community
5.9 Inclusion equality and fairness
6.2 Participation of service users and stakeholders in policy
development and planning
6.3 Operational Planning
9.2 Leadership and direction
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good
good
very good
good
good
very good
satisfactory
very good
How can you contact us?
HMIE Feedback and Complaints Procedure
Should you wish to comment on any aspect of community learning and
development voluntary organisation reviews you should write in the first instance
to Annette Bruton, HMCI, at HM Inspectorate of Education, Denholm House,
Almondvale Business Park, Almondvale Way, Livingston EH54 6GA.
If you have a concern about this report, you should write in the first instance to
our Complaints Manager, HMIE Business Management Unit, Second Floor,
Denholm House, Almondvale Business Park, Almondvale Way, Livingston,
EH54 6GA. You can also e-mail HMIEComplaints@hmie.gsi.gov.uk. A copy of
our complaints procedure is available from this office, by telephoning
01506 600200 or from our website at www.hmie.gov.uk.
If you are not satisfied with the action we have taken at the end of our complaints
procedure, you can raise your complaint with the Scottish Public Services
Ombudsman (SPSO). The SPSO is fully independent and has powers to
investigate complaints about Government departments and agencies. You
should write to the SPSO, Freepost EH641, Edinburgh EH3 0BR. You can also
telephone 0800 377 7330 (fax 0800 377 7331) or e-mail: ask@spso.org.uk.
More information about the Ombudsman’s office can be obtained from the
website: www.spso.org.uk.
Crown Copyright 2009
HM Inspectorate of Education
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