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Understanding outcomes BLF’s approach to outcomes for applicants [Name of speaker] [Title] This session will cover • What BIG means by: • project aim • outcomes • indicators • activities www.biglearningzone.org.uk New online guide replaces ‘Explaining the difference your project makes’ Big Lottery Fund Outcomes Community learning and creating opportunity Outcome People having better chances in life, with better access to training and development to improve their life skills Promoting community cohesion and safety Outcome Stronger communities, with more active citizens, working together to tackle their problems Promoting wellbeing Outcome Improved rural and urban environments, which communities are better able to access and enjoy Outcome Healthier and more active people and communities What BIG expects from applicants • • • • • • Identify the need for your project Develop an aim Develop outcomes Measure progress Work up activities Monitoring Identifying the need • Identify the need and explain it • Evidence • asking people • own experience • research • local statistics Project aim • The project aim is the overall purpose of the project • A project aim should be something that can be achieved • For example: To improve young people’s health & involvement in the community Project outcomes • What needs to change for the project to achieve its aim? • What difference will the project make for the beneficiaries? • Big Lottery Fund will ask projects to identify up to 4 outcomes What is a project outcome? ‘The door’ Imagine one of your beneficiaries walking through your door for the first time: • What are they doing when they first come in? • What are they doing differently at the end of the project? 18 years old, mental health issues, sits at home isolated from peers, lacks confidence, low self esteem, dropped out of education/training Activities: • Drop in/coffee and chat • Accompanied walks to shops • Hill walking • IT training (games, surfing, music) • Expert speakers 18 years old, mental health issues, sits at home isolated from peers, lacks confidence, low self esteem, dropped out of education/training Activities: • Drop in/coffee and chat • Accompanied walks to shops • Hill walking • IT training (games, surfing, music) • Expert speakers 18 years old, mental health issues, sits at home isolated from peers, lacks confidence, low self esteem, dropped out of education/training Project outcomes: • Feels less isolated • Increase in confidence • Increased self esteem • Increased understanding Activities: • Drop in/coffee and chat • Accompanied walks to shops • Hill walking • IT training (games, surfing, music) • Expert speakers 18 years old, mental health issues, sits at home isolated from peers, lacks confidence, low self esteem, dropped out of education/training Project outcomes: • Feels less isolated • Increase in confidence • Increased self esteem • Increased understanding Link to Programme outcomes: • Healthier and more active people • People having better chances in life Activities: • Drop in/coffee and chat • Accompanied walks to shops • Hill walking • IT training (games, surfing, music) • Expert speakers 18 years old, mental health issues, sits at home isolated from peers, lacks confidence, low self esteem, dropped out of education/training Project outcomes: • Feels less isolated • Increase in confidence • Increased self esteem • Increased understanding Link to Programme outcomes: • Healthier and more active people • People having better chances in life Project outcomes • Use words that indicate change like ‘more,’ ‘better,’ ‘increased,’ ‘reduced,’ ‘improved’ For example: Increased self-confidence of people with disabilities to manage and make changes in their lives Minority ethnic older people in the borough experience improved psychological and physical wellbeing Outcomes quiz 1. 2. 3. 4. 5. 6. 7. 8. 9. Set up and advertise training courses. Young people have reduced or stopped using drugs Run a befriending service for disaffected young people Children with ASD in the city will have better quality play provision with their peers because of specialised support Build a village hall Older people report reduced isolation through volunteering Low income families eat more fruit and vegetables Recruit volunteers The involvement of residents in regular recycling and environmental activities will result in refurbished green spaces. Tracking Progress Indicators (identifying signs of change) Project outcome Fewer young people will be admitted to hospital as a result of alcohol misuse Indicator Level Timescale Number of young people who feel 75 young people By year one, able to engage with project workers month six to discuss their problems Number of young people who have a better understanding of the effects of misusing alcohol 75 young people By the end of year one 100 more young At the end of people each years two and year three Number of young people admitted 30 fewer young At the end of to hospital as a result of alcohol people the project misuse • Both activities and indicators will need to be specific and measurable to deliver and measure outcomes Project activities • What will you do to bring about your planned outcomes? • What tasks and services will you carry out? • Use doing words to describe your activities. For example: provide, run, promote • Example: Run a weekly evening circuit training class for 20 young people during term time. Aim The overall aim of your project Outcomes The difference you intend to make for your beneficiaries Activities What those working on your project will actually do, week by week. Aim Young people positively engaged in the community Outcome Young people demonstrate improved social skills, self confidence and motivation Activities Hold 5 community action days Recruit and train 20 young people as volunteers Start and facilitate a weekly youth club at the community centre Planning Triangle Exercise 1. Consider the scenario given to your group. 2. Use the outcomes triangle and in your group decide – a project aim – 2-4 project outcomes – activities. 3. Choose someone from your group to feedback your ideas at the end Learning • Important to think about how you learn from your project's achievements or the experience of running your project and what you do with that information. • Monitoring and evaluation Outcomes Star www.outcomesstar.org.uk Planning your application: the project journey exercise You have been given headings for each of the key project planning stages. The headings relating to need and learning have examples already attached. In your groups: • Sort the headings into a logical order in which you might plan a project • Match the example aim, outcomes, indicators and activities to the relevant headings Planning your application: the project journey Problem Cause Evidence Outcomes Aim Need Indicators Activities Learning Further help Big Advice Line 0845 4 10 20 30 www.biglotteryfund.org.uk ‘Getting funding and planning successful projects’ - BIG’s guide to using an outcomes approach available at www.biglearningzone.org.uk .