APPENDIX 6: OUTCOMES FRAMEWORK FOR COMMUNITY PLAY PROVIDERS
Early Help
Outcome Theme
Outcomes
Challenging
Behaviour
Child's
behaviour
improves.
School-Based
Childcare and Play
Child learns
how to respect
others and
self.
Tri-Borough
Early Help
Outcome Area
Prevention of
Harm
Work carried out in relation to this
outcome
Prevention of
Crime
Positive behaviour policies
Targeted place criteria – Identifies need
against a set of indicators.
What is required to do this more
effectively, measure and improve
outcomes?
Closer link to EH referrals
Integrated and more holistic approach with
the family through an Early Help key worker
Positive role models in staff and
volunteers – in terms of gender/ethnicity/ In some cases, greater consistency with
employment. Many of these staff come
school behaviour policies
from the local community
Measuring progress/outcomes with the
An effective play setting gives children
child’s school and the Early help Service
choice, space, and a safe environment
for challenging play
Develop the use of Family Star
Play workers support children with
Training opportunities to support good
challenging behaviour/statements during practice
school day, employed by the school
Challenging
Behaviour
Child's
behaviour
improves.
Community Play
Child learns
how to respect
others and
Take referrals from RBKC Pupil Support
to provide a service for excluded
children
Ensure providers have capacity/willingness
to take children with additional needs
Prevention of
Harm
Provides a positive activity for children
and young people to choose
More evening and weekend opening
Prevention of
Crime
Give children the opportunity for
adrenalin-filled risky play
Improved evidence of outcomes through
closer working with partners
More focused activities around behaviour
Evidence of reduced levels of offending
APPENDIX 6: OUTCOMES FRAMEWORK FOR COMMUNITY PLAY PROVIDERS
self.
at LWS
More work with specific age groups
Closer links with community safety/gang
prevention work/serious youth violence
Risky Behaviour
School-Based
Childcare and Play
Children are
aware of the
dangers of
engaging in
risky
behaviour
Prevention of
Harm
A safe supervised play environment
promotes respect for each other
Staff training/skills could enhance this work
Prevention of
Crime
Staff observe safeguarding issues and
risky behaviours, allowing them to guide
children and young people
Understanding procedures and the support
available – including other
agencies/services
Chance to address personal safety
Improved transition to youth and support
services
Children and
young people
choose not to
engage in
risky
behaviour
Risky Behaviour
Community Play
Children are
aware of the
dangers of
engaging in
risky
behaviour
Children and
young people
choose not to
engage in
risky
Chance to address issues of risky
behaviour
More age specific and targeted work
Provide opportunities for adventurous
play within a safe environment
Greater level of partnership working with
schools and partner agencies
Prevention of
Harm
Supervised play within a safe
environment
Potential for more outreach work within
contracts, working with Play Rangers
Prevention of
Crime
Behaviour policies
Improved transition to youth and support
services
Children and young people from
different communities and schools can
integrate
Closer links with community safety/gang
prevention work/SYV
APPENDIX 6: OUTCOMES FRAMEWORK FOR COMMUNITY PLAY PROVIDERS
behaviour
Bullying
School-Based
Childcare and Play
Bullying
Community Play
Understand
the importance
of positive
behavioiurs
and respect,
develop a
positive self
image and feel
safe
Participation in
Education and
Training
Understand
the importance
of positive
behavioiurs
and respect,
develop a
positive self
image and feel
safe
Participation in
Education and
Training
Prevention of
Harm
Play settings provide a safe environment Needs to be consistent with school policies
and promotes respect for each other
Bullying treated seriously in general, but
not always consistent
Staff expertise should be strong and
consistently applied
Bullying policies in place
Ensure the setting is best suited to needs of
all children, in terms of age and character
Peer support and role models –
volunteers and staff
Prevention of
Harm
Ensure a safe environment
Closer working with Play Makers/Play
Rangers
Need strong and consistent bullying
policies
Links to local play spaces could be
developed
Good staff role models
More peer support
Promote respect and extend this work to
community spaces and open access
playgrounds
Consider the focus on different age groups
APPENDIX 6: OUTCOMES FRAMEWORK FOR COMMUNITY PLAY PROVIDERS
Coping and
Resilience
School-Based
Childcare and Play
Coping and
Resilience
Community Play
Aspirations to
Work and
Contribute
School-Based
Childcare and Play
Child is
supported and
equipped to
cope with life
changes and
challenges
Prevention of
harm
Supports self-determination
Closer working with family of targeted
children through early help team
Child is
supported and
equipped to
cope with life
changes and
challenges
Prevention of
harm
Children are encouraged to make
choices
Outcomes should be measured, especially
for targeted children
Readiness to
thrive in school
Residentials support life skills
More targeted work for transition age range
Good examples of volunteering takes
place, but limited amongst parents and
in Westminster
Better identification of ‘hard to reach’ groups
Children grow
up in a
household
where there is
an aspiration
to work and
contribute to
the community
Participation in
education and
training
Provides affordable childcare for
working families
Subsidised places for families on benefit
may reduce the aspiration to work
Supports families in study/training
Some low income families may struggle with
fees. Targeted places may include
affordability if evidence provided in line with
tight criteria
Supportive staff give sense of belonging
Readiness to
thrive in school
Volunteering encouraged, especially for
children with additional needs, resulting
in increased confidence, self-esteem,
and responsibility
Chldren to have
strong and
Volunteering and work encouraged for
effective parents children
Children given positive role models
Consider measuring outcomes with early
help and school
More volunteering/contributions from
parents could be developed
Increased use of vouchers and better advice
on tax credits is essential (especially in
RBKC)
APPENDIX 6: OUTCOMES FRAMEWORK FOR COMMUNITY PLAY PROVIDERS
Information on the new tax-free childcare
scheme from September 2015
Parent committees/ support groups/ social
enterprises can add value and apply for
external funding
Increased links with local employers
Aspirations to
Work and
Contribute
Commuinity Play
Children grow
up in a
household
where there is
an aspiration
to work and
contribute to
the community
Participation in
education and
training
Children can contribute through project
work and volunteering
Parents may be on management
committees
Chldren to have
strong and
effective parents Parental volunteering is limited
Peer support could be extended
More work with transition age group (1014s) could be developed
Parents could be asked to do more to
support community play
Improved links to local housing providers
and businesses
Some targeted childcare would be feasible
Engagement in
Learning and
School Readiness
School-Based
Childcare and Play
Children are
ready for
primary school
and have
reached the
appropriate
stage of
development
Participation in
education
Readiness to
thrive in school
Provide for children from 4 and half
years old
Changes to nursery class funding may
increase demand for chldcare for nursery
age.
Offer support to excluded children
referred from Pupil Support
Play providers can support the learning
skills of children through closer working with
schools
Provide support workers to engage
Full integration into the after school offer is
APPENDIX 6: OUTCOMES FRAMEWORK FOR COMMUNITY PLAY PROVIDERS
Children are
engaged in
education and
are ready for
transition to
secondary
school
children that may struggle in the school
environment
desirable as it increases flexibility for
families and increases the range of
opportunities for children
Range of learning opportunities
available at play settings, including
some homework clubs
Greater diversity of the offer may meet the
learning needs of children more effectively
Share learning objectives with schools
Some childcare is well integrated into
full after school offer, including clubs
Engagement in
Learning and
School Readiness
Community Play
Children are
ready for
primary school
and have
reached the
appropriate
stage of
development
Children are
engaged in
education and
are ready for
transition to
secondary
school
Participation in
education
Adventure Playgrounds can engage
excluded young people
Links to schools can enhance the offer and
increase participation
Readiness to
thrive in school
Learning projects take place, including
environment, water play, etc
A clearer understanding of learning
outcomes would be desirable
Strong focus on physical well-being
Specific work with excluded groups could be
developed
Adventure playgrounds could provide more
learning opportunities to specific groups of
children and young people
APPENDIX 6: OUTCOMES FRAMEWORK FOR COMMUNITY PLAY PROVIDERS
Parental
Substance Misuse
School-Based
Childcare and Play
Impact of
parent
substance
misuse on
children is
minimised
Prevention of
harm
Reflected in the criteria for targeted
places
Closer working with early help and localities
teams in both local authorities
Play can provide respite for parents and
a positive experience for child
Staff role models support children
Parental
Substance Misuse
Community Play
Parental Mental
Health
School-Based
Childcare and Play
Parental Mental
Health
Community Play
Impact of
parent
substance
misuse on
children is
minimised
Prevention of
harm
Impact of
parental
mental health
issues on
children is
minimised
Prevention of
harm
Impact of
parental
mental health
issues on
children is
minimised
Prevention of
harm
Reflected in targeted support criteria.
Closer working with early help and localities
Can provide respite for parents and a
positive experience for child.
Staff role models support children.
Reflected in targeted support criteria.
Closer working with early help and localities
Can provide respite for parents and a
positive caring experience for children.
Staff role models support children.
Reflected in targeted support criteria.
Can provide respite for parents and a
positive caring experience for children.
Staff role models support children.
Closer working with early help and localities
APPENDIX 6: OUTCOMES FRAMEWORK FOR COMMUNITY PLAY PROVIDERS
Domestic Abuse
(inc. historical)
School-Based
Childcare and Play
Domestic Abuse
(inc. historical)
Community Play
Impact of
parental/family
domestic
abuse on
children is
minimised
Prevention of
harm
Impact of
parental/family
domestic
abuse on
children is
minimised
Prevention of
harm
Potential to target children and young
people experiencing domestic abuse.
Clear referral process from Early
Help/Domestic Violence workers.
Positive play experience and positive
role models for children suffering from
fear of violence.
Some staff training may be beneficial
Potential to target children and young
people experiencing domestic abuse.
Clear referral process from Early
Help/Domestic Violence workers.
Positive play experience and positive
role models for children suffering from
fear of violence.
Some staff training may be beneficial