The Bren Project
SOCIAL
ACCOUNTS
2015
Diversity At Work
Introducing The Bren Project
The Bren Project is
founded on the principle of
equality of opportunity.
We support and inspire people with learning
disabilities and autism to develop the skills and
experience needed to enter the world of work.
Often our Beneficiaries will have other physical or sensory
disabilities or impairments in addition to their learning
disability or autism. We work with one of the most
isolated and socially excluded groups in our society.
The Bren Project promotes equality of opportunity by
providing Beneficiaries with bespoke supported work
experience placements with ongoing one-to-one support,
enabling them to excel and achieve their individual goals.
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The Bren Project Social Accounts 2015
Social Accounting
Social Accounts are an invaluable tool to explain
the value of the work we do to Beneficiaries,
parents, commissioners and funders.
Social Accounts also enable us to demonstrate the performance of our
organisation, and reflect on the impact of the activities we do. We work
collaboratively to produce our Social Accounts and work hard to ensure that they
reflect the views and experiences of the stakeholders that work with us.
These are our
fourth set of
published Social
Accounts.
Our Beginnings
We support and
inspire people with
learning disabilities
and autism.
The Bren Project began in October
2005 and is named in memory of
Brenda Godwin.
Brenda was a leading light and inspiration to many
in the world of supported employment. Sadly Brenda
passed away in 2004, however The Bren Project
is proud to continue to reflect her passion and
enthusiasm for supported employment.
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What is a Learning Disability?
A learning
disability
affects the
way a person
understands
information
and how they
communicate.
This means they can have difficulty
understanding new or complex information,
learning new skills, or coping independently.
A learning disability is a reduced
intellectual ability which results in a
person having difficulties with everyday
activities – for example household tasks,
socialising or managing money – which
affects someone for their whole life.
People with a learning disability tend to
take longer to learn and may need support
to develop new skills, understand complex
information and interact with other people.
The level of support someone needs
depends on individual factors, including
the severity of their learning disability. For
example, someone with a mild learning
disability may only need support with things
like getting a job. However, someone with
a severe or profound learning disability
may need full-time care and support
with every aspect of their life – they
may also have physical disabilities.
People with certain specific conditions
can have a learning disability too. For
example, people with Down’s syndrome
and some people with autism have
a learning disability. (Mencap)
Around 1.5m people in the UK have one.
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The Bren Project Social Accounts 2015
What is Autism?
Autism, including Asperger syndrome, is a lifelong
developmental disability that affects how a person
communicates with, and relates to, other people.
It also affects how they make sense
of the world around them. It is a
spectrum condition, which means that,
while all people with autism share
certain difficulties, their condition
will affect them in different ways.
Some people with autism are able to live
relatively independent lives but others
may need a lifetime of specialist support.
People with autism may also experience
over- or under-sensitivity to sounds,
touch, tastes, smells, light or colours.
Asperger syndrome is a form of autism.
People with Asperger syndrome are often
of average or above average intelligence.
They have fewer problems with speech
but may still have difficulties with
understanding and processing language.
It is estimated that there are 500,000
people with autism
in the UK, but
many, especially adults with Asperger
syndrome, may not have had the
condition diagnosed or may have
previously been misdiagnosed with
another condition, such as schizophrenia.
(National Autistic Society)
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Who we
work with
We work with
two main groups
of Beneficiaries
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5
Young people and adolescents (14 - 18) in
special school education, who are facing
the difficult transition to adult life
and employment.
The Bren Project Social Accounts 2015
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People aged 18 plus, usually who have completed
education and find themselves unable to access
employment support elsewhere – usually due to
the severity and complexity of their disability.
How placements work
We use an established model of support to make sure
that Beneficiaries get the most out of their placement.
Placements usually take place one day a week
for a period of eight weeks. Beneficiaries are
supported on a one-to-one basis by a Job Coach
throughout to ensure that they are progressing in
line with an established action plan, and developing
skills and independence appropriately.
Where possible, the level of support is reduced
over time to ensure that Beneficiaries experience
working as independently as possible.
Through this model of support, training and
guidance, Beneficiaries learn practical work based
skills, and as importantly, develop their soft skills
which better equip them for the workplace.
Improvements in soft skills can include increased
motivation, confidence and self-esteem,
communication skills, personal presentation, time
keeping, punctuality and attendance. The results in
these soft skills as a result of
our work placements can be
radical and life changing for
some of our Beneficiaries.
Where possible Beneficiaries
enter paid work or ongoing
volunteering as a result of
their work experience.
8
weeks
1:1
support
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Our Placement Model
Referral
Our Beneficiaries are referred,
meet project staff and are
registered onto the project.
Profile
Job Search
Project staff work with
Beneficiaries to find out what
kind of work they would like
to do, helping them to develop
their own Action Plan.
Project staff find a
suitable placement in
line with the Beneficiaries’
vocational choices.
Where placements take place
Our placements take place in a mixture of local businesses and
voluntary sector providers.
We have a bank of over 70 employers and
we are always adding to that number.
We worked with 16 new placement
providers in 2014 and have even
more employers lined up for 2015.
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The Bren Project Social Accounts 2015
This highlights our bespoke
approach as we look for ideal
placements for Beneficiaries.
Our placements take place in a mixture of local
businesses and voluntary sector providers.
Organise
The placement is set up –
this includes an informal
workplace interview/tour, the
management of health and
safety and the introduction
of a personal Job Coach.
Placement
Beneficiaries then begin
their work placement closely
supported by their Job Coach
– all the time learning new
skills and working towards
their agreed Action Plan.
Monitor
Project staff will regularly
monitor the placement to
ensure all is going well..
Travel
Travel training – the
Job Coach can work
with Beneficiaries to
help them to use public
transport (if required).
Step Back
If all agree, Job Coaches
gradually withdraw their
support throughout the
lifetime of the placement
– helping the Beneficiaries
to become much more
independent.
Negotiate
Project staff negotiate
employment or volunteering,
organise next placement
or signpost Beneficiaries
to other support to help
them continue with
their development.
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Who The Bren Project are
We believe everyone
has the right to work
and we do everything
we can to ensure that
everyone that wants to
can access supported,
meaningful
employment
opportunities.
We are a small group of individuals who are committed to improving work
experience opportunities for people with a learning disability and autism.
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Voluntary
Trustees
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Charity
Manager
Who has overall responsibility for the operations
of the charity and the quality of its provision.
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Project
Coordinators
Who profile our Beneficiaries, ensuring we
reflect them well and understand their needs, as
well as building relationships with employers.
1
Administration
Assistant
Who has responsibility for keeping the office
ticking over, and our social media up to date!
Job
Coaches
Who work on a one-to-one basis with our
Beneficiaries, helping supporting, nurturing
and encouraging individual outcomes.
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The Bren Project Social Accounts 2015
Who provide governance, leadership,
challenge and scrutiny to the charity.
Our Mission and Values
Our mission is to develop the social, emotional and economic
well-being of people with learning disabilities and autism through
personalised supported workplace opportunities in partnership with
our local community.
The values that guide our work
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Work as an option for everyone – irrespective of perceived barriers.
Integration – real diversity, where everyone works together towards a common goal.
Inclusivity – a real commitment on the part of all to true equality in the workplace
Participation – not tokenism, real work, real commitment.
Accessibility – breaking down barriers, both physical and mental.
Self-determination – we are driven by the wants and desires of our Beneficiaries.
We strive towards
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•
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•
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Understanding what a Beneficiary wants and having them trust us to deliver it.
Quality of process and product.
Fun, because enjoyment sustains activity.
Open-mindedness
Creative and flexible thinking.
Transparency
Together,
with our
Beneficiaries
we work
to deliver
The Bren
Project’s
goals.
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An overview of 2014 in Numbers
We delivered
of our Beneficiaries
moved into paid work
or volunteering
successful placements
36 since we began in 2007
190 since we began in 2007
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We worked with
We worked with
new employers
Beneficiaries
109 since we began in 2007
223 since we began in 2007
The Bren Project Social Accounts 2015
This is the
highest
Beneficiary to
staff ratio since
we began service
delivery in 2007.
Progress on Project Work – 2014
There have been three individual strands to our work this year:
The Special Schools Project
Early in the 2013/14 academic year we received 13 student
referrals from our special school partners (nine from Dorin
Park, Chester and four from Springfield School, Crewe).
Our relationship with our special schools partners remains strong.
We have been working with both schools for seven years and they
have firmly embedded our placements into their curriculum. Both
schools organise their own placements for their more able students
and they rely on The Bren Project to provide tailored, supported work
placements for those students with the greatest support needs.
The Supported Volunteering Project
This was a pilot project that began in October 2013. The aim is to work with
17 people over a 12-month period. Beneficiaries undertook a placement in
the voluntary sector for 8 weeks using our usual model of support and then, if
necessary, they were supported by a Support Volunteer for a prolonged period
whilst they further developed skills and confidence over time. The project
provided much needed support to those people that needed it the most.
Preparation work with
our 2015 Beneficiaries
For the 2014/15 academic year we have
received ten student referrals (eight from Dorin
Park and two from Springfield) at the time of
writing all had been part or fully profiled.
In addition we have received 11 referrals for
2015 from a mix of supported living providers,
social workers and home/parents.
During the 2014 we have continued to provide support
to Beneficiaries from previous years who have moved
onto Supported Permitted Work and volunteering. This
included visits to Job Centre’s to help with benefits
issues, liaising between work places and Beneficiaries
and parents regarding absences and holidays and
general ‘checking up’ and supervision where required
to ensure that Beneficiaries manage to stay in work.
The Bren Project are so proud that every Beneficiary
that has undertaken a placement in 2014 has achieved
something amazing, for some even going into the
workplace takes determination and courage. None
of them had ever worked before and the majority
had never experienced the workplace. The impact
of our placements for many is life changing.
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Individual Stories 2014
Andrew’s Story
Andrew is 21 Years old and lives at home with his mum in
Boughton, Chester. He was referred to The Bren Project by
his mum who had heard about us from her neighbour.
Andrew had been at college in
Chester for 3 years and prior to that he
attended Reaseheath College where
he had studied small animal care, and
it was in this area that he wanted a
placement. We had worked with Blacon
Adventure Playground previously, so
we approached them again to see if
they would offer Andrew a placement,
and they were more than willing.
During the profile it was apparent that
Andrew sometimes lacked initiative and
often would be wait to be told what to do.
Although he had a bus pass and travelled
independently, he would need help the
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first time he made a new journey. He
often got bored quickly, was often easily
distracted and needed a bit of motivation.
From day one of the placement it
was clear that Andrew loved working
with animals, and was happy
doing anything asked of him.
In week two Andrew surprised everyone
by making the journey from home
to Blacon on his own without telling
his mum or the Job Coach. By week
3 Andrew asked the Job Coach if in
the future he could meet her there.
By the end of the placement the Job
Coach was only calling in once a day
The Bren Project Social Accounts 2015
to complete Andrew’s diary. Andrew
formed a key part of the team and the
employer said, “He worked well as a team
player and led by example to the other
placements who followed his lead.”
At the end of the
placement Blacon
Adventure
Playground were
keen for Andrew
to continue
as a volunteer,
unsupported,
and he is still
there today.
Penny’s Story
Penny is 49 years old and lives in supported living
accommodation on The Barrowmore Estate.
Although she has regular contact with her mother,
other than that she rarely leaves the estate.
Penny runs the tuck shop at
Barrowmore and has been doing
this for a number of years but
doesn’t take part in any other
activities. Penny has epilepsy
and fits about twice a week. She
can also sometimes become
very sad and depressed. Penny
worries a great deal about things
and also suffers with OCD.
As we profiled Penny, it became
apparent that she prefers the
company of older people. We
approached Kelsall Opal Club to
ask if they would be interested
in offering Penny a placement.
Opal Clubs are run by Rural
Community Services (RCS) West
Cheshire, a charity dedicated to
providing services for socially
isolated older people. They
were very supportive and keen
to offer Penny a placement.
to and the club members looked
forward to seeing her as much
as she looked forward to going.
At one time she confided in the
Job Coach that she was trying to
break the pattern of her OCD.
The placement started really well
and from the first week Penny
was confident, comfortable and
happy. She remained keen and
enthusiastic throughout and kept
herself constantly busy. She joined
in the activities and even brought
in a quiz she had put together, and
gave a prize to the winner at the
end. The placement really gave
Penny something to look forward
Penny did have a seizure after lunch
on week 2 and was very concerned
that it may have upset some of the
club members. This did not deter
the organisers from putting Penny
on the regular volunteer rota at
the end of the placement, and they
were so keen for her to continue
they brought in an extra volunteer
on the day Penny was in to support
her if she had another seizure.
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Jack’s Story
Jack is 17 years old and is a
student at Dorin Park school in
Chester. He is passionate about
football and sport – and during
profiling he indicated that he
would like to work in a gym.
We approached Deeside Leisure
Centre on Jack’s behalf and they
agreed to offer him a placement.
We matched Jack with one of
our job coaches – Dave – who is
also an avid football fan. Initially
Jack was very nervous indeed.
He finds it hard to interact with
others and he has a difficult
time preparing for things that
he is unsure about. We liaised
with Jack’s Mum to ensure
that things went smoothly,
and to reassure her that Jack
would be well supported .
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Seeing Jack progress over the
weeks was so wonderful. He
smashed his targets and he
did jobs that most people did
not think he could ever do. He
became more confident and
helped customers, signing people
in and out of the gym using the
computer system. Jack even
devised his own competition for
customers to get involved in.
He was an absolute hit with
the fantastic staff and the best
thing about Jack’s experience
is that he still attends over a
year later. Jack works during
school holidays and he is now
aiming high. Jack was recently
awarded the Adversity Award
from Active Cheshire Sports.
He went from being a timid and
anxious young man to a brave
and confident man who collected
his award in front of 250 people.
The Bren Project Social Accounts 2015
Mollie’s Story
Mollie attends
Dorin Park school
sixth form. She is a warm
and fun-loving
young lady who
enjoys a joke and
likes to socialise.
Mollie has developmental
delays and ADHD. She can
find new situations daunting
and it can be very difficult for
her to know how to interact
and behave. Mollie wanted
to work in a shop and she
wanted to be somewhere
vibrant and exciting so we
found Mollie a placement
at Next in Chester.
Mollie does not usually want
to wear smart clothes but she
adapted to it well and looked
very professional. Mollie’s
job coach Linda worked hard
to keep Mollie on track and
over the weeks she worked
towards increased amounts
of independence, working
alongside Next employees.
Mollie had the opportunity to
work in all the departments
– she was reliable,
interested and engaging.
Early on Mollie was asked if
she would meet and greet
customers at the front of
the store and she rejected
it instantly. At the end
of the placement Mollie
felt confident enough to
do this, and embraced
speaking to people. A
magnificent transformation
from where she began.
Next produce an in-house
magazine that goes to staff
across all stores nationwide
– Mollie had her picture taken
and appeared in an article
about her work experience,
and her progress. We were
all very proud of Mollie
and this opportunity was
excellent for her soft skills,
her concentration and her
work-based learning.
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What our Beneficiaries say
97%
said that they would like to
work with us in the future.
100%
rated The Bren Project
service as either very good
or excellent overall.
100%
said that they understood
what was going to happen
on the placement.
84%
98%
said that they did not
have to wait too long to
start a work placement.
84%
said that the outcome of
their placement was what
they were hoping for.
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The Bren Project Social Accounts 2015
rated the performance
of the Job Coach as very
good or excellent.
99%
rated the performance of
the project co-ordinator as
very good or excellent.
What our employers and
placement providers say
100%
rated The Bren Project service as
either very good or excellent.
100%
rated the initial briefing about our service
as either very good or excellent.
100%
rated the monitoring of the placement
as very good or excellent.
99%
would offer another placement to Bren
Project Beneficiaries in the future.
97%
rated the performance of the Job
Coach as very good or excellent.
96%
rated the way that their and the Beneficiaries
needs were met as very good or excellent.
82%
said that the placement was the right
length (and 10% said it was too short!)
We are very proud of
excellent satisfaction
rates with our
employers and
placement providers
and pride ourselves
on our good results.
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Compliances
We have the following Policies and Procedures – all of which are monitored and reviewed regularly:
•
•
•
•
•
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Health and Safety Policy
Policy on the Protection of Young People and Vulnerable Adults
Equal Opportunities Policy
Data Protection and Confidentiality Policy
Complaints Policy and Procedure
•
•
•
•
•
Grievance Procedure
Recruitment and Selection Policy
Policy statement on the recruitment of Ex-Offenders
Disciplinary Procedure
Quality Assurance Policy
Company and charity law:
We have the following insurance cover:
We adhere to the regulations of the Charity Commission
including the Statement or Recommended Practice,
Accounting and Reporting (SORP). Company accounts
are prepared in accordance with the special provisions
for small companies under part 15 of the
Companies Act 2006.
Public Liability - £5,000,000
The Bren Project Social Accounts 2015
Employer’s Liability - £10,000,000
Qualifications, accreditations
and memberships:
•
•
•
•
•
•
We hold VCFS Level 1 validation from the Youth Federation around the key areas including child protection, health and safety, financial probity and equality and diversity.
The Charity Manager is an Associate Member of the Institute of Fundraising.
We are members of the British Association for Supported Employment (BASE).
We are members of the National Council for Voluntary Organisations.
We sit on the Cheshire Autism Criminal Justice Forum.
We sit on the Learning Disabilities Partnership Board.
•
All staff and Job Coaches are trained in First Aid.
•
We are a designated Reporting Centre for Hate Crime.
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Economic impact
The financial value of Beneficiaries’ work whilst on placement
Whilst on placement all of our Beneficiaries actively contribute to the work of the host employer.
As a basic calculation we had 30 successful placements in 2014 with an average placement day
of 5 hours x 8 days (weeks). If we assume the value to be based on the adult minimum wage of
£6.50 per hour this means that the financial value to employers during 2014 was £7,800.
We have had 190 successful placements since we began service delivery in 2007. Using the
same method, the total financial contribution to employers could be estimated at £49,400.
The ongoing value of volunteer work by our Beneficiaries
Add to the above the ongoing contribution made by those people staying in voluntary
work after their placement and the figure is significantly greater.
Income for paid Beneficiaries post placement
For those Beneficiaries that secure paid employment after their placements (usually
under the Supported Permitted Work rules), there is a greater level of personal
income. Obviously given the offset of benefits against income and the allowance
retained the figure is not great, but nonetheless it can make a real difference.
Increased health and well-being (mental and physical) of our Beneficiaries
The long-term impact on the physical and mental health of Beneficiaries from ongoing
work should not be underestimated. Some of the greatest changes we see in people
are in relation to this aspect of their lives. In the long term people are less likely to
need medical support and this carries with it an unseen financial saving.
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The Bren Project Social Accounts 2015
Environmental impact •
We are a tenant in an office owned by Innes Reid Financial Consultants and we work continually with our landlord to encouraging the reduction in fuel, energy and water consumption wherever possible.
• We always take into account the location of work placements, ensuring minimum travel is needed for Beneficiaries.
• We use local Job Coaches where we can to reduce vehicle usage.
• We recycle all paper waste, ink cartridges, glass and plastics.
• We encourage green travel and travel by
cycling or walking wherever possible.
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Conclusion
We continually work towards delivering a quality
service that meets or exceeds the expectations
of Beneficiaries, employers, project partners and
funders and we hope that these Social Accounts
have provided a real insight into our work and have
highlighted the benefits to all those involved.
We are always looking for the opportunity to
support more people and to build new partnerships,
and we are keen to support other like-minded
organisations in any way that we can.
We are keen to
support other
like-minded
organisations.
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The Bren Project Social Accounts 2015
If you
would like
to discuss
any
element
of our
work, please get
in touch. Diversity At Work
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Bren Bikes
Bren Bikes is our new, in-house
training programme that will allow
Beneficiaries to experience the
world of work in a safe, welcoming,
supported environment.
With the Beneficiaries input, the project will
service and repair bikes as well as selling
refurbished bikes to members of the public.
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The Bren Project Social Accounts 2015
Beneficiaries will be involved in every
aspect of Bren Bikes business. Supported
by a volunteer on a one-to-one basis
they will learn technical expertise,
administration and business skills, as well
as developing softer skills such as work
place etiquette and communication.
Bren Bikes will help Beneficiaries
prepare for work, building their
employability and their confidence.
The Bren Bikes workshop is located
at Live New Scene, CH2 2HH.
If you would like to pop in and see us,
or would like to participate, volunteer,
donate or buy a bike, please do
give us a call on 01244 313473.
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Who refers to us?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Dorin Park School, Chester
Springfield School, Crewe
Russett School, Northwich
Park Lane School, Macclesfield
Bishop Blue Coat High School, Chester
Sanctuary Supported Living, Chester
Chester Link, Chester
Rowlands Lodge, Chester
MacIntyre Care, Chester
Halton Community Services
Halton Community Bridge Building Team
Cheshire Aspergers Parents Support (ChAPS)
Cheshire wide:
Social worker teams
Occupational therapists
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The Bren Project Social Accounts 2015
Employers and placement providers
We could not deliver our service without the help and support of our wide ranging host employers and we would like to thank
each and every one for the role that they have played supporting The Bren Project and its Beneficiaries in 2014.
In alphabetical order:
Age UK, Crewe
Barrowmore, Great Barrow
Blacon Adventure Playground, Chester
Cat Radio, Nantwich
Chester Giants, Chester
Clare House Charity Shop, Chester
CLiC, Winsford
Deeside Leisure Centre, Deeside
EPNAVCO, Ellesmere Port
Independent Advocacy, Ellesmere Port
Kingsway Café, Kingsway
Lache Lunch Club, Chester
LIVE! New Scene Youth Centre
Men in Sheds, Sealand
Next, Chester
OPAL Kelsall
Poundstretcher, Saltney
rECOrd, Upton
Trafford Hall, Wimbold Trafford
YMCA, Crewe
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Summary financial statements
Unrestricted
funds £
Restricted
funds £
2014
Total £
2013
Total £
Incoming resources
Incoming resources from generating funds:
Voluntary income
Investment income
18,569
7
51,412
-
69,981
7
100,149
7
Total incoming resources
18,576
51,412
69,988
100,156
721
4,364
753
684
83
835
97
2,790
795
600
8,647
54,926
3,900
4,525
162
600
812
340
-
9,368
59,290
4,653
5,209
245
835
600
909
3,130
795
600
6,931
51,735
4,587
5,481
248
810
400
1,018
2,552
197
11,722
73,912
85,634
73,959
Resources expended
Training & support
Staff costs
Establishment costs
Motor and travelling expenses
Accountancy fees
Examiners’ remuneration
Legal and professional fees
Communications and IT
Other office expenses
General fund - Other costs
General fund - Subscriptions
Total resources expended
Net incoming/(outgoing) resources before transfers
29
6,854
(22,500)
(15,646)
26,197
Transfers between funds
Total funds brought forward
(14,442)
41,980
14,442
29,731
71,711
45,514
Total funds carried forward
34,392
21,673
21,673
71,711
The Bren Project Social Accounts 2015
Income and expenditure account for the year ended 31 December 2014
2014 £
Income
2013 £
69,981
100,149
Operating expenditure
(85,634)
(73,959)
Operating surplus/(deficit)
(15,653)
26,190
7
7
(15,646)
26,197
2014 £
2013 £
Current assets
Cash at bank and in hand
Creditors: amounts falling due within one year
56,965
(900)
72,611
(900)
Net current assets
Net assets
56,065
56,065
71,711
71,711
21,673
34,392
29,731
41,980
56,065
71,711
Other income
Interest receivable and similar income
Retained surplus/(deficit) for the financial year
Summary balance sheet as at 31 December 2014
Funds
Restricted income funds
Unrestricted income funds
Total funds
Full accounts are available on request.
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The Bren Project
Dee House
67 Hoole Road
Chester
CH2 3NJ
Telephone: 01244 313473
Mobile: 07977 297988
Email: admin@brenproject.org.uk
www.brenproject.org.uk
Charity number: 1111644
Company registration number: 05551999
Please consider making a donation to cover the cost of producing our social accounts. We would also welcome individual or corporate sponsorship of future editions. Thank you!