1. society
2. welfare
3. social services

Contents
How to use the Quality Framework................................................................................................................. 1
The Bottom Line.................................................................................................................................................... 1
Introduction............................................................................................................................................................ 2
1
Background and Purpose of Quality Framework......................................................................... 2
Relationship to other quality standards.................................................................................................... 3
The Youth Service Quality Framework ................................................................................................... 3
Ofsted and Best Value reviews .................................................................................................................. 3
2
Principles underpinning youth work in Surrey ............................................................................. 5
The Surrey Model.......................................................................................................................................... 5
3
Building a Quality Framework .......................................................................................................... 6
4
Review and development................................................................................................................... 8
Youth Service Quality Framework for Building Based Youth Work.............................................. 9
Youth Service Quality Framework for Detached Youth Work ....................................................10
Youth Service Quality Framework for Youth Work using a Mobile Provision..........................11
Youth Service Quality Framework for Targeted Youth Work (community based) .................12
Youth Service Quality Framework for Targeted Youth Work (school based, including Youth
Link) .............................................................................................................................................................13
Youth Service Quality Framework for small part time youth clubs .............................................15
Youth Service Quality Framework for workshops/Projects/Residentials around a specific
theme...........................................................................................................................................................16
Youth Service Quality Framework for the Duke of Edinburgh’s Award .....................................17
Youth Service Quality Framework for Outdoor Education Centres ...........................................19
Youth Service Quality Framework for Young Parent Groups .......................................................20
Youth Service Quality Framework for Youth and Curriculum Development Work ...............21
Youth Service Quality Framework for Youth Work Management...............................................22
Youth Service Quality Framework for Strategic Management.......................................................24
Youth Service Quality Framework for Administrative Support ....................................................25
Youth Service Quality Framework for Staff Training and Development .....................................26
Youth Service Quality Framework for Service Agreements with the Voluntary Sector .........27
Youth Service Quality Framework for staff seconded to other agencies....................................28
SYDS Quality Framework 2002
How to use the Quality Framework
The Quality Framework is a method of self-assessment to help you deliver the best possible
service to young people with the resources you have available.
To self-assess your work, follow these simple steps and then click on the links (underlined below)
to continue to the introduction, summaries, tool kit and self-assessment sheet.
1. Read through the introduction to get the background information on the Quality
Framework, why it is important and its links with other quality standards.
2. Look through the summaries for different types of youth work, and select the summary
that is relevant to the work you want to assess.
3. Look at the examples of evidence given in the summary. Identify areas where you can
already provide evidence of quality work, and also areas where there are any gaps either in
the work you undertake or in the evidence showing that it is happening.
4. Use the tool kit to help find material that will either fill the gaps you have identified, or
enhance the evidence you already have available.
5. Once a year, undertake a complete self-assessment of your centre or project using the
self-assessment sheet, which is based on the Ofsted inspection schedule. This will enable
you to create an action plan to enhance the areas of work where you are already strong,
and to improve any areas of weakness.
The Bottom Line
All staff should aim for the following:
•
To have evidence available in each of the five stages of the Framework which indicates that
good quality work is taking place.
•
To use the Framework to identify the strengths and weaknesses in the quality of their
work.
•
To have a clear plan to build on their strengths and improve weaknesses, which is
discussed and monitored during supervision.
SYDS Quality Framework 2002
1
Introduction
....
1
Background and Purpose of Quality Framework
In the last few years, there has been increasing emphasis from both central and local government
on getting good value for money from public services, and making them more accountable. As part
of this emphasis, local authorities are now required to undertake a cycle of Best Value reviews of
all their services, where the need for each service is reassessed, its performance is compared
against that of neighbouring authorities, and targets are set to enable it to match the best
providers. These reviews are in addition to the external inspections that some services already
have to undergo from time to time. The Youth Service, for example, is inspected every few years
by Ofsted (the Office for Standards in Education), when it undergoes a rigorous assessment of the
quality of all aspects of its service to young people.
For the Youth Service to continue to thrive in an environment of high accountability and high
commitment to quality, belief that we are doing a good job must be backed up with hard evidence
as well as personal conviction. We must be committed to continuous improvement and be able to
show that we are providing the best possible service to young people with the resources we have
available. A Quality Framework will enable us to do this.
The main purposes of a Quality Framework for the Youth Service are to:
ensure a high quality service to young people
improve the quality of youth work practice and delivery
ensure that self-evaluation becomes part of everyday youth work practice
establish a regular cycle of self-evaluation and continuous improvement
assist in the preparation of Ofsted and Best Value reviews
ensure compliance with all relevant policies and legislation, including Equal Opportunities,
Human Rights, Child Protection and Health & Safety.
In order for it to be effective, it is imperative that the Quality Framework is seen as a practical
way of improving service delivery to young people – something that is helpful to youth workers
and can be undertaken as part of their day to day youth work. If it is perceived as a bureaucratic
hindrance that has to be done on top of already busy work schedules, it will never be adequately
implemented and will have no effect on the quality of the service. From the outset, therefore, the
Quality Framework has been put together with the help of front line workers who have
contributed many examples of the methods they use to plan, implement and evaluate their work.
Some of the examples have been placed in the ‘tool kit’ that is part of the Quality Framework – a
selection of methods and ideas for good quality youth work that can be used as a practical
resource by all youth workers.
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Relationship to other quality standards
The Quality Framework complements other quality standards to which the Youth Service is
already committed: Investors in People (IiP), and Occupational Standards. The difference between
them is:
The Quality Framework focuses on the quality of service delivery.
IiP focuses on staff development and training, and on the relationship between business goals,
team objectives and individual objectives. The Youth Service’s staff development policy forms
part of the IiP framework.
Occupational Standards focus on standards of practice in the Youth Service.
The combination of these three standards ensures that our central emphasis on the quality of
service delivery is reinforced by a firm commitment to staff development and training, and policies
that promote high standards of practice.
There are, of course, several other quality systems in existence: the EFQM Excellence Model
(formerly Business Excellence Model); ISO 9000; and the Charter Mark. The framework that has
been adopted includes some aspects of all these approaches, but has been tailor made to suit the
needs of Youth Service. This is not about reinventing the wheel: it is about designing the right kind
of wheel to move us forward. It is no use fitting a cartwheel to an aircraft. A made to measure
Quality Framework will ensure that it is useful and effective, and that it enjoys a high level of
ownership in the field.
The Youth Service Quality Framework
The model that has been designed for the Youth Service is a service-specific version of the general
Quality Framework for Education and Community Services, and is described in full in Section 3.
The advantages of the model are:
it is applicable to all types of youth work delivered or supported by the Youth Service, and to
youth workers and managers at all levels
it can be applied regardless of the future direction and structure of the Youth Service
its primary focus is to provide a better service to young people, and to help youth workers do
a better job
it is composed of practical materials that can be used in day to day youth work
Ofsted and Best Value reviews
Among the purposes of the Quality Framework is to assist in the preparation of Ofsted and Best
Value reviews. The two reviews are linked, in that Ofsted, as the specialist inspectorate for youth
work, is responsible for the external assessment of a local authority’s Best Value review of its
Youth Service – normally within a year of the review taking place. Wherever feasible, the
assessment is timed to coincide with a full inspection of the Youth Service. Ofsted and Best Value
reviews are different in scope, and are briefly described below.
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3
The Ofsted review is an external inspection by the Office for Standards in Education, a
government sponsored body. According to the Ofsted inspection schedule, the inspection team
will evaluate and report on:
the educational standards achieved
the quality of youth work practice
whether other aspects of provision, such as the curricular range, the resources and the work
in partnership with agencies involved in complementary activity, contribute to the standards
achieved
the effectiveness with which the provision is managed and its quality assured and improved
the value for money provided.
The inspection is a thorough and wide ranging review covering all aspects of service delivery and
management, including the Quality Framework itself. Ofsted publishes a detailed self-assessment
schedule to help Youth Services prepare for inspection and generally evaluate their performance.
The peer reviews that are part of our own Quality Framework are based upon the Ofsted selfassessment schedule. This will ensure that over a period of time, evidence of quality will always be
present within our daily practice, and we will always be prepared for any inspection that comes
along.
The Best Value review, on the other hand, is undertaken internally by a Performance Review
Committee composed of members and officers of the County Council (although the review owes
its existence to government policy and legislation). All local authorities have to review their
services in a five year rolling programme. The reviews are undertaken within a framework known
as the “four C’s” - challenge, consult, compare, and compete.
Challenge why and how our services are currently being provided.
Consult with service users, partners and the public about the future direction of our services.
Compare our services with those of comparable services in other authorities.
Compete by inviting bids and suggestions from other providers and striving to make our
services as efficient as possible.
A Best Value review of youth work in Surrey will assess the contribution made by the Youth
Service to the overall effectiveness of services to young people, within the framework of the
Connexions Service and the Surrey Youth Strategy. This means that the Youth Service will be
reviewed within the context of services to young people generally, particularly those agencies
involved in the delivery of the Connexions Service.
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2
Principles underpinning youth work in Surrey
During 2000 there was a debate within the Youth Service that revisited the guiding principles and
purpose of youth work in the light of recent local and national developments. The model that was
adopted (in May 2000) appears in the box below and is based upon one proposed by the National
Youth Agency, adapted to meet current policy and practice in Surrey. A common understanding
of, and adherence to, the underlying principles will help to ensure a high quality service to young
people across Surrey, and will reinforce the Quality Framework.
The Surrey Model
a. Definition
•
•
•
•
•
assists in young people’s personal and social development through informal education
engages them in lifelong learning
supports other agencies in developing styles of work that are effective with young
people
enables young people to have a voice and influences wider policy developments
helps to balance the aspirations of public policy with the private world of young people
b. Delivery
•
•
•
•
•
Youth work facilitates enhanced learning opportunities by:
giving young people a voice
working in partnership with the voluntary youth sector
enabling and promoting accredited learning
providing specialist curriculum support
delivering outdoor education
d. Values
•
•
•
•
•
•
•
•
•
The Youth Service is provided within local neighbourhoods by:
managing a network of youth centres, youth projects and outdoor education centres
developing outreach/detached youth work
providing mobile provision in rural areas
facilitating youth work in educational environments
working in partnership with public, private and voluntary providers
c. Process
•
•
•
•
•
Youth work in Surrey is a distinctive form of community based educational
practice which:
The core values of youth work in Surrey are:
a young person centred service
to be an advocate for young people when required
voluntary choice by young people
equal access and opportunities
opportunities for education and learning
enabling young people’s voices to be heard
supportive relationships between youth workers and young people
enabling interaction between young people and their peers
a duty of care
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3
Building a Quality Framework
a. General model. The general Quality Framework, which is applicable to all types of public
service, is a five-step process. Steps 1 & 2 deal with the preparation and planning required to
deliver the service, steps 3 & 4 show how the plans will be implemented, and step 5 shows how
the outcomes will be evaluated.
1. Identify need
5. Measure outcomes and
evaluate impact
2. Design response
4. Manage delivery and
monitor performance
3. Specify resources
required
b. Youth Service specific model. For each of the five stages, the kinds of tasks that need to
be undertaken in a Youth Service setting are shown below.
1. Identify need
Assess the needs of young people in your area of
work, and identify the target group(s) of young people
you will work with, giving particular consideration to
those less likely to access our services.
5. Measure outcomes and evaluate
impact
Measure the outcomes of the youth
work against your objectives, and
assess the benefits to the young
people who participated. Use the
results in the next planning cycle.
4. Manage delivery and monitor
performance
Carry out the youth work you have
planned, and check progress at
regular intervals against the objectives
you have set.
SYDS Quality Framework 2002
2. Design response
Plan the work that will address the
needs you have identified, involve
young people and partners if
appropriate, set objectives and
targets, and decide how the work will
be evaluated.
3. Specify resources required
Identify the ‘ingredients’ you have
available for your activities e.g.
young people, youth workers,
resources, partners, and information.
6
c. Quality Framework summaries of different types of youth work
The five stages of the Quality Framework are identical for all types of youth work, and for all
levels of the Youth Service from managers to part time youth workers. However, the precise
details of activity required for each stage differ depending on the type of youth work being
undertaken. For this reason, a summary has been produced for each type of youth work
undertaken by the Youth Service (see list below). Each summary consists of the same five stage
process, but gives different examples of evidence indicating that good quality work is taking place,
and different practical methods used by youth workers when undertaking that type of youth work
(although there is considerable overlap).
Some of the methods have been brought together in the ‘tool kit’, which can be reached by
clicking the link on the Quality Framework homepage (use your ‘back’ button to reach the
homepage). In order that good practice may be shared, one of the main selection criteria for the
tool kit is where a practical aide developed for one type of youth work can be adapted for
another. For this reason, some of the material in the tool kit may be downloaded as a Word
document so that you may adapt it for your own youth centre or project. Documents that may
not be changed (such as the standard monthly return form or the approval form for an educational
visit) can still be printed direct from the S-net so that you can have paper copies of any material
that is placed on-line.
The summaries listed below are limited either to youth work that is directly delivered and managed
by the Youth Service within local neighbourhoods and communities (with or without other
partners); or to youth work which is delivered by others but funded by the Youth Service (either
by cash grants or by secondments). Simply click on the underlined titles to reach each summary.
Youth work directly delivered and managed by the Youth Service:
• building based youth work
• detached youth work
• youth work using a mobile provision
• targeted youth work (community based)
• targeted youth work (school based, including Youth Link)
• youth work in small part time youth clubs
• projects/workshops/residentials around a specific theme
• Duke of Edinburgh’s Award
• outdoor education centres
• young parent groups
• youth and curriculum development work
• youth work management
• strategic management
• administrative support
• staff training and development
Youth work delivered by others but funded by the Youth Service:
•
•
service agreements with the voluntary sector
secondments to other agencies
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7
Nearly all youth workers will be involved in several types of youth work listed above. For
example, a neighbourhood youth worker based in a centre might also be doing targeted work in a
local school. A detached youth worker might develop a project where young people undertake
group work at an outdoor education centre. All youth workers are likely to take young people on
a residential experience at some stage, and most will undertake youth work management as part
of their day to day work.
So whatever your role in the Youth Service, you should choose the selection of summaries that
best represents the types of youth work you are involved with at the moment. By reading the
summaries you will get a picture of the areas where you are already working to a high standard,
and also be able to identify areas where there is room for development. Both the tool kit and the
summaries themselves will provide practical help with any areas you would like to improve.
4
Review and development
The Quality Framework is designed to be a method of self-evaluation that is undertaken as part of
everyday youth work. As a supplement to self-evaluation, there will also be a system of peer
reviews. Youth workers and young people will visit a centre or project similar to their own in
another part of the County, and assess the quality of the youth provision using a standard
procedure based on the Ofsted self-assessment schedule. A similar system of peer reviews will be
used to assess the quality of Youth Service Management.
Each review will result in written feedback to the unit involved outlining its strengths and
weaknesses, identifying areas for development and recommending a plan of action. The
implementation of the action plan will be monitored by the relevant manager during the regular
supervision of the worker in charge of the unit concerned.
Pilot reviews will be undertaken to test out the draft review schedule, after which the final version
of the schedule will be published. Thereafter, Youth Service Managers will choose a sample of
youth centres/projects each year that will be the subject of a peer review. Over a period of years,
every project or centre will be reviewed, and training will be provided for all those wishing to
undertake a review. All reviews will include direct observation of work with young people, and at
least one of the reviewers must be a young person wherever appropriate.
Peer reviews will provide the Youth Service with a systematic method of assessing the quality of
youth work in individual centres and projects, and developing action plans designed to improve
performance. As an important part of the Quality Framework, they will reinforce self-evaluation
techniques and ensure that a high quality educational service is provided to young people
throughout Surrey.
SYDS Quality Framework 2002
8
February 2001
Youth Service Quality Framework for Building Based Youth Work
Youth work that takes place largely within a building, such as a Youth Centre, Community Centre or School
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Plan the work that will
address the needs you have
identified, involve young
people and partners if
appropriate, set objectives,
and decide how the work
will be evaluated.
Identify the ‘ingredients’ you
have available for your
activities – e.g. young
people, youth workers,
resources, partners and
information.
Carry out the youth work
you have planned, and check
progress at regular intervals
against the objectives you
have set.
Measure the outcomes of
the youth work against
your objectives, and
assess the benefits to the
young people who
participated. Use the
results in the next
planning cycle.
• Youth work plan
showing
objectives/targets
• Monthly attendance
figures
• Optimum level of
participation by young
people for type of youth
work offered
• Evaluation of
objectives/ targets in
youth work plan
(which should inform
the next planning
cycle)
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in your catchment
area, and identify the target
group(s) of young people
you will work with, giving
particular consideration to
those less likely to access
your Centre.
Examples of
evidence
indicating
that the
above
activity is
happening
• Results of previous
evaluations
• Youth worker’s
knowledge of local area
and local young people
• Team meetings
• Recording sheets or
record book
• Young people’s
comments
• Contacts with schools
and other agencies
Tool kit
Recording sheets;
demographic data
SYDS Quality Framework 2002
• Records of planning
meetings with staff,
young people, and other
stakeholders
• Records of youth work
that involves forward
planning e.g. workshops,
brainstorms, discussions
etc.
Format for writing
objectives and targets;
youth work methods for
forward planning
• Registration records
• Record of staff hours,
skills available in youth
work team, and training
undertaken
• Financial records
• Equipment inventory
• Record of contribution
by partners
Registration record sheets
or database; attendance
record sheets or database
• Opportunities for young
people to take
responsibility
• Evaluation by young people
of particular activities
• Team meetings where
objectives are reviewed
• Recording sheets or
record book
Recording methods;
evaluation methods for
specific activities; personal
profiles
• Self – evaluation
surveys of benefits to
young people
• Annual report
• Records of
achievement
Questionnaires for
assessing benefits for
young people; records of
achievement
9
February 2001
Youth Service Quality Framework for Detached Youth Work
Youth work that is undertaken largely where young people themselves choose to gather, such as a street corner, town centre, or park
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Plan the work that will
address the needs you
have identified, involve
young people and partners
if appropriate, set
objectives, and decide how
the work will be evaluated
Identify the ‘ingredients’
you have available for your
activities – e.g. young
people, youth workers,
resources, partners, and
information
Carry out the youth work
you have planned, and
check progress at regular
intervals against the
objectives you have set
Measure the outcomes of
the youth work against
your objectives, and assess
the benefits to the young
people who participated.
Use the results in the next
planning cycle
• Results of reconnaissance
visits
• Business plan showing
objectives/ targets
• Profile of target group(s)
of young people
• Information received from
colleagues and partners
about where young people
are gathering
• Records of planning
meetings with staff,
young people, and other
stakeholders
• Record of staff hours,
skills available in youth
work team, and extra
training needed
• Nightly recording sheets
indicating names and ages
of young people
encountered, level of
interaction and type of
intervention
• Evaluation of
objectives/targets in
business plan (which
should inform the next
planning cycle)
• Data on relative
deprivation of geographical
areas
• Survey of targeted
young people
• Financial records
including contributions
form partners
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in your area of work,
and identify the target
group(s) of young people you
will work with, giving
particular consideration to
those less likely to access our
services (or those of other
agencies)
Examples of
evidence
indicating
that the
above
activity is
happening
• Nightly/monthly recording
sheets
Tool kit
Reconnaissance assessment
sheets; ‘ Hanging Out
Hotline’; referral sheets;
demographic data
SYDS Quality Framework 2002
• Equipment inventory
• Monthly team meeting
sheets showing priorities
and outcomes
• Monthly team sheets
(outcomes section)
• Case studies
• Supervision notes
• Self- evaluation by young
people
Nightly and monthly
recording sheets;
supervision notes; sixmonthly review meetings
Annual report, including
evaluation and case studies;
‘ before & after’ survey of
young people
• Information about
relevant agencies to refer
young people
Business plan; nightly and
monthly recording sheets;
reconnaissance assessment
sheets
Supervision notes;
inventory book; directory
of agencies; emergency
back-up; project solicitor
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February 2001
Youth Service Quality Framework for Youth Work using a Mobile Provision
Youth work undertaken inside or adjacent to a specially adapted bus or other suitable vehicle
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Plan the work that will
address the needs you have
identified, involve young
people and partners if
appropriate, set objectives,
and decide how the work
will be evaluated.
Identify the ‘ingredients’
you have available for your
activities – e.g. young
people, youth workers,
resources, partners, and
information
Carry out the youth work
you have planned, and
check progress at regular
intervals against the
objectives you have set.
Measure the outcomes of
the youth work against
your objectives, and assess
the benefits to the young
people who participated.
Use the results in the next
planning cycle.
• Look at potential sites for
the bus on foot and assess
whether suitable
• Business plan showing
annual objectives and
targets
• Profile of target group(s)
of young people
• Assess whether bus is
right sort of provision for
the area
• Records of planning
meetings with staff,
young people, and other
interested bodies
• Recording sheets
indicating no. of young
people who turn up,
type of youth work
undertaken
• Evaluation of objectives
and targets in business
plan (which should
inform the next planning
cycle)
• Equipment inventory
• Testimonies and
comments from young
people
• Self –evaluation of
benefits gained by young
people
• Mechanical checks on
bus – is it reliable?
• Evaluation of particular
activities
• Records of achievement
• Risk assessment of bus
site (Health & Safety)
• Regularity with which
bus turns up
• Joint use of existing
provision
• Supervision notes
Young person database;
inventory book; risk
assessment check list;
location of power supply;
list of relevant agencies
Recording sheets or record
books; evaluation methods
for specific activities;
supervision notes
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in your catchment
area, and identify the target
group(s) of young people you
will work with, giving
particular consideration to
those less likely to access
our services
Examples of
evidence
indicating
that the
above
activity is
happening
• Youth workers’
knowledge of area
• Information received from
partners about where
young people are
gathering
Tool kit
Reconnaissance assessment
sheets; young people
planning group data; policy
for mobile provision
SYDS Quality Framework 2002
• Negotiate site use with
local community and
local councillors
• Sharing good practice
with other mobiles
• Record of staff hours
skills available in youth
work team
• Financial records
• Annual Report
Videos, photographs,
storyboard, magazines,
camera, flipchart
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February 2001
Youth Service Quality Framework for Targeted Youth Work (community based)
Youth work targeted at young people at risk that is based in a youth centre, community centre, or other community facility
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Plan the work that will
address the needs you have
identified, involve young
people and partners if
appropriate, set objectives,
and decide how the work
will be evaluated
Identify the ‘ingredients’
you have available for your
activities- e.g. young people,
youth workers, resources,
partners, and information
Carry out the youth work
you have planned, and
check progress at regular
intervals against the
objectives you have set
Measure the outcomes of
the youth work against
your objectives, and assess
the benefits to the young
people who participated.
Use the results in the next
planning cycle
• Existence of a
comprehensive referral
system
• Team meeting to set
annual objectives and
targets
• Information on the
background of targeted
young people
• Full evaluation with
young people at the end
of each 20 week cycle
• Staff meetings
• Meeting with each new
group objectives
• Knowledge of skills and
strengths of each
member of staff hours
available
• Discussion with young
people at every session
about previous week’s
activity
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in your area, and
identify the target group(s)
of young people you will
work with, giving particular
consideration to those less
likely to access our services
Examples of
evidence
indicating
that the
above
activity is
happening
• Meetings with referring
agencies
• Visit to the home of every
young person
• Self-identification of their
own needs by young
people
Tool kit
Information sheet for
referring agencies; referral
forms; self contracts
SYDS Quality Framework 2002
• Individual objectives
agreed with each young
person
• Group work with young
people to set objectives
for specific activities
• Existence of budget and
accounting system
• Regular contact with
other agencies
• Nightly recording sheets
by young people and staff
• Half way review after 10
weeks when programme
and self contracts are
discussed with young
people
• Team meeting to
evaluate objectives from
previous year
Nightly recording sheets;
progress reports to
referring agencies
Example of an evaluation
session with young people
• Triangular contract
between young people,
referring agency and
Youth Service
Example of 20 week activity
cycle
Directory of activity
information
• Individual appraisal of self
contract with each young
person
• Assessment of changes
of behaviour of young
people
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February 2001
Youth Service Quality Framework for Targeted Youth Work (school based, including Youth Link)
Youth work targeted at young people at risk that is based in a school, including designated Youth Link Schools
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Plan the work that will
address the needs you have
identified, involve young
people and partners if
appropriate, set objectives,
and decide how the work
will be evaluated.
Identify the ‘ingredients’ you
have available for your
activities- e.g. young people,
youth workers, and
information.
Carry out the youth work
you have planned, and
check progress at regular
intervals against the
objectives you have set.
Measure the outcomes of
the youth work against your
objectives, and assess the
benefits to the young people
who participated. Use the
results in the next planning
cycle.
• Existence of a
comprehensive referral
system
• Locality Team Meeting
to set overall objectives
and targets for the year
• Information on the
background of targeted
young people
• Major evaluation of
objectives and targets
each year
• Meetings with Head of
Year or Form Tutor to
identify needs of specific
young people
• Group work with young
people to set objectives
for specific activities
• Knowledge of skills and
strengths of appropriate
members of staff, and
staff hours available
• Regular Locality Team
Meetings to monitor
progress towards
objectives
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in the school(s)
where you work, and
identify the target group(s)
of young people you will
work with, giving particular
consideration to those less
likely to access our services.
Examples of
evidence
indicating
that the
above
activity is
happening
• Direct observation of
young people during
activities
• Meetings with individual
young people and their
parents to set personal
targets
• Self-identification of their
own needs by young
people
• Team meeting to set
appropriate targets for
each project
• Information from other
agencies
• Meet with appropriate
staff and concerned
agencies
SYDS Quality Framework 2002
• Existence of budget and
accounting system
• Regular contact with
outside agencies
• Finance of school
systems
• Full review of objectives
half way through year
• Meetings with targeted
young people and their
parents to review
progress
• Feedback from young
people about activities in
which they have taken
part
• Evaluation of specific
projects
• Group work with young
people to evaluate
individual activities in
which they have taken
part
• Annual/termly written
progress reports by staff
• Assessment by school
staff of behaviour changes
in young people
13
February 2001
Stage in
process
1. Identify need
2. Design response
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Tool kit
• Referral proformas
• SMART targets
• Profile sheets
• Recording sheets
• Group evaluations
• Solution focused
questionnaires
• Action planning with
young people
• Financial Management
Arrangements (FMA’s)
• Diary sheets
• Progress reports
• One to one interviews
• Individual Education Plan
• Budget
• Video film
• Performa for evaluative
report
• Self esteem
questionnaires
• Pastoral Support Plan
• School ‘expression of
concern’
• Generic drop in clubs
• Audio tapes
• Photographs
• Art Work
• Telephone
• Progress report/review
• Monitoring proforma
SYDS Quality Framework 2002
• Evaluation sheets
• Parental feedback and
review
• Reflective reports from
young people
• Self esteem
questionnaires
14
February 2001
Youth Service Quality Framework for small part time youth clubs
Youth work that is undertaken in a village hall, community centre or youth centre and is open for one or two evenings per week
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Plan the work that will
address the needs you have
identified, involve young
people and partners if
appropriate, set objectives,
and decide how the work
will be evaluated.
Identify the ‘ingredients’
you have available for your
activities – e.g. young
people, youth workers,
resources, partners and
information.
Carry out the youth work
you have planned, and
check progress at regular
intervals against the
objectives you have set.
Measure the outcomes of
the youth work against your
objectives, and assess the
benefits to the young people
who participated. Use the
results in the next planning
cycle.
• Youth work plan
showing clear objectives
• Attendance figures
• Participation by young
people in the programme
offered
• Evaluation of objectives in
youth work plan (which
should inform the next
planning cycle)
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in your catchment
area, and identify the target
group(s) of young people
you will work with, giving
particular consideration to
those less likely to access
youth provision.
Examples of
evidence
indicating
that the
above
activity is
happening
• Youth workers’
knowledge of local area
and local young people
• Young people’s
comments
• Contacts with schools
and other agencies
• Records of planning
meetings with staff,
young people, and other
stakeholders
• Records of youth work
that involves forward
planning e.g. workshops,
brainstorms, discussions
etc
• Registration records
• Record of staff hours,
skills available, and
training undertaken
• Financial records
• Equipment inventory
• Opportunities for young
people to take
responsibility
• Evaluation by young
people of particular
activities
• Self- evaluation of benefits
to young people
• Annual report
• Records of achievement
• Team meetings where
objectives are reviewed
• Recording sheets or
record book
Tool kit
Recording sheets;
demographic data
SYDS Quality Framework 2002
Format for writing
objectives and targets;
youth work methods for
forward planning
Registration record sheets
or database; attendance
record sheets or database
Recording methods;
evaluation methods for
specific activities; personal
profiles
Questionnaires for assessing
benefits for young people;
sample record of
achievement
15
February 2001
Youth Service Quality Framework for workshops/Projects/Residentials around a specific theme
Projects, workshops or residentials with young people around themes such as art, drama, outdoor education, or single gender work
Stage in
process
1. Identify need
2. Design response
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes and
evaluate impact
Activity
required
during each
stage
Assess the needs of the young
people in your area of work,
and identify a theme you
would like to address in a
specific piece of youth work.
Identify a target group of
young people to work with.
Plan the work around
theme you have identified,
involve young people and
partners if appropriate, set
objectives, and decide how
the work will be evaluated.
Identify the ‘ingredients’
you have available for
the activity – e.g. young
people, youth workers,
resources, partners, and
information.
Carry out the piece of
youth work you have
planned, and check
progress at regular
intervals against the
objectives you have set.
Measure the outcomes of the
activity against your
objectives, and assess the
benefits to the young people
who participated. Use the
results for future planning.
Examples of
evidence
indicating
that the
above activity
is happening
• National, County or Local
youth work priorities
• Planned programme for
the activity showing
objectives and targets
• Information on the
background of
targeted young
people
• Opportunities for
young people to take
responsibility for parts
of the project.
• Final evaluation of
objectives set at beginning
of project.
• Knowledge of skills
and strengths of each
member of staff, and
staff hours available
• Group work with
young people where
objectives are reviewed
• Youth Workers’ knowledge
of local young people
• Team meetings
• Young people’s comments
• Evaluation of previous
activities
• Group work with young
people to set general and
individual objectives
• Meetings with other
stakeholders, if necessary
• Contacts with schools and
other agencies
Tool kit
Information on priority areas
of youth work (locally and
nationally): record of previous
evaluations
SYDS Quality Framework 2002
• Existence of a budget
to fund activity
• Optimum participation
level for type of activity
• Regular contact with
other agencies
Group work methods for
forward planning with
young people
Directory of activity
information; sources of
funding
Methods of reviewing
objectives with young
people
• Self evaluation by young
people of benefits to them
• Assessment of changes of
behaviour in young people
• Records of achievement (if
appropriate for the
activity)
Questionnaires for assessing
benefits to young people;
sample record of achievement
16
February 2001
Youth Service Quality Framework for the Duke of Edinburgh’s Award
The support and encouragement of individuals and groups to participate and progress in the Duke of Edinburgh’s Award Scheme
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes and
evaluate impact
SCC/Award Units/other
agencies plan the
activities that will address
the needs identified, set
objectives, and decide
how the work will be
evaluated.
SCC to assess available
area/Award Unit
resources for young
people voluntarily
engaged and targeted
group(s). Each Award
Unit to identify available
resources to work with
young people
SCC/Award Units/other
agencies to carry out
planned activities and
check progress at regular
intervals against the
objectives which have
been set.
Measure outcomes of Award Unit
objectives with objectives of SCC
as licence holder. Measure
outcomes of SCC/other agencies’
work with targeted groups. Assess
the benefits for young people and
their perceptions of participation.
Award Units measure effectiveness
of SCC support. Use the results in
the next planning cycle.
• Annual plan showing
objectives/targets for
the Award
programme.
• Data on young people
enrolled on Award
Scheme.
• Support for each
participant to monitor
his/her progress
through the Award.
• Evaluation of objectives/targets
in the Annual Plan (which should
inform the next planning cycle).
1. Identify need
2. Design response
Activity
required
during
each stage
SCC/other agencies to
target group(s) of young
people who have difficulty in
assessing Award programme.
SCC identify/assess needs of
Award Unit and young
people participating. Award
Unit identify/assess needs of
young people participating in
programme.
Examples
of evidence
indicating
that the
above
activity is
happening
• Results of previous
evaluations, including
Award Units.
• Award unit assessment of
the needs of young people
who are
registered/targeted.
• SCC data on area,
contacts with other
agencies and young
people’s comments.
• Record books
• Award Adviser
Comments
• Annual census
• Award Adviser input.
• Records of paid and
voluntary staff,
including relevant skills
and qualifications.
• Database of specialist
instructors.
• Goodwill of
volunteers.
• Financial records.
• Records of equipment.
• Participants have access
to appropriate support
and/or training for each
section of the Award.
• Award Advisers’
support and feedback.
• Number of Awards achieved.
• Proportion of young people
enrolled who complete the
Award.
• Survey of benefits to young
people from their involvement
in the Award programme.
• Record books of those who
complete, containing final
written assessments from
assessor.
• Sectional certificates.
• Annual census.
SYDS Quality Framework 2002
17
February 2001
Stage in
process
1. Identify need
2. Design response
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes and
evaluate impact
Tool kit
• Award Forum meetings
• Plan to target group(s)
of young people in the
11 areas of operation
• ‘Mission’ and ‘Vision’
statements for Award
Units
• Charter for participants
to monitor and
measure performance
• List of competencies
for Award leaders
• Training/accreditation
• County data
• Award Units who
register to establish
leaders, instructors,
money, venue and
equipment
• Methods for measuring impact
of the Award on the Unit’s
immediate environment –
school, college, youth centres,
business and parents, local
press, number of hours of
service given at local level
• Media input
• Tapping area resources
• Working with colleagues
• Award Adviser team
• Inputs from Award
Advisers and Area
Manager
• Local agencies/community
input
• Open Award Centre
• Leader team
SYDS Quality Framework 2002
• Training needs analysis
• Guidance on
recognising and
rewarding volunteers
• Use of IT systems to
monitor delivery and
performance of SCC
and Award Units
• Statistics
• Satisfaction form to
measure satisfaction
levels to assist leaders
• Service level
agreements – SCC and
each Award Unit
• Annual evaluation questionnaire
for Awards Units
• Young people’s questionnaire of
Award Unit service and
feedback through Record Books
18
February 2001
Youth Service Quality Framework for Outdoor Education Centres
Centres which provide opportunities for all young people to experience adventure education, environmental education and residential experience
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes and
evaluate impact
Plan the work that will
address the needs you have
identified, involve young
people and partners if
appropriate, set objectives,
and decide how the work
will be evaluated.
Identify the ‘ingredients’ you
have available for your
activities – e.g. young
people, youth workers,
resources, partners, and
information.
Carry out the youth work
you have planned, and
check progress at regular
intervals against the
objectives you have set.
Measure the outcomes of the
youth work against your
objectives, and assess the
benefits to the young people
who anticipated. Use the
results in the next planning
cycle.
Suitable forums where the
following can be discussed:
• Business plan showing
objectives and targets
• User profiles
• Results of previous
evaluations
• Records of planning
meetings with staff,
young people, and other
stakeholders
• Check user group
objectives against
outcomes
• Evaluation of
objectives/targets in
business plan
• Team meetings where
objectives and priorities
are reviewed
• Annual report
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in your area of
work, and identify the
target group(s) of young
people you will work with
giving particular
consideration to those less
likely to access our services
Examples of
evidence
indicating
that the
above
activity is
happening
• Youth workers’
knowledge of young
people and user groups
• Comments from young
people who have visited
the Centre
• Pre-visit survey of
sample of young people
• Data showing user
patterns
Tool kit
Statistical information
sheets showing user
patterns; comments forms
SYDS Quality Framework 2002
• Record of staff hours,
skills available in youth
work team, and extra
training needed
• Comprehensive booking
system
• Financial records
including contributions
from partners
• Equipment inventory
• Database of specialist
instructors
Example of a pre-visit
survey; any other material
useful for planning
Samples of booking forms
and user profiles; list of
equipment for hire
• Customer satisfaction
surveys
• Record of staff appraisal
and supervision
• Evaluations by young
people of particular
activities
Sample of a customer
satisfaction survey
• Number of young people
who complete courses,
achieve particular skill
levels, gain NVQ’s etc.
• Number of re-bookings
• End of course surveys of
young people
Samples of any practical
methods used for evaluation
19
February 2001
Youth Service Quality Framework for Young Parent Groups
Youth work targeted at the personal and social education of young parents, including accredited learning
Stage in
process
1. Identify need
2. Design response
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Activity
required
during each
stage
Assess the needs of young
people in your catchment
area, and identify the young
parents you will work with,
giving particular
consideration to those less
likely to access our services.
Plan the work that will
address the needs you have
identified in conjunction
with the young parents, set
objectives, and decide the
work will be evaluated.
Identify the ‘ingredients’
you have available for your
activities – e.g. young
parents, youth workers,
crèche workers, resources,
partners, and information
Carry out the youth work
you have planned, and
check progress at regular
intervals against the
objectives you have set.
Measure the outcomes of
the youth work against your
objectives, and assess the
benefits to the young
parents who participated.
Use the results in the next
planning cycle.
Examples of
evidence
indicating
that the
above
activity is
happening
• Existence of a good
system of referrals from:
• Set up crèche (essential)
• Information on the
background of young
parents referred
• Discussions with young
parents about previous
week’s activity
• Discussions with the
young parents to
evaluate objectives
• Knowledge of skills and
strengths of each
member of staff, and staff
hours available
• Completion of weekly
diary
• Write-ups of individual
activities
• Team building sessions
• Video diaries
• Key skills activities
• Relevant forms of
accreditation
• Health Centre
• Community Midwives
• Other Youth Workers
• Mother & Toddler Group
• Young parents who
already attend group
• Self referrals
• Meetings with the young
parents to set group
objectives
• Plan a programme of
activities in six week
cycles
• Group work with young
parents to set objectives
for specific activities
• Existence of an identified
budget
• Assessment of changes of
behaviour by youth
workers and by young
parents themselves
• Regular contact with
other agencies
• Results of previous
evaluations
Tool kit
Information sheet for
potential referrers
SYDS Quality Framework 2002
Examples of some typical
activities
Profile sheet for young
parents
Example of a Key Skills
programme
Example of an evaluation
session with young parents
20
February 2001
Youth Service Quality Framework for Youth and Curriculum Development Work
The support and development of youth work in a district or borough, or of a curriculum area across the whole County
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Plan the work that will
address the needs you
have identified, involve
young people and partners
if appropriate, set aims,
objectives, targets, and
decide how the work will
be evaluated
Identify the ‘ingredients’
you have available for your
activities – young people,
staffing, places to meet;
budget, partners,
information, and other
resources.
Carry out the youth work
you have planned, checking
progress at regular intervals
against the aims and
objectives you have set.
Measure the outcomes of
work that has been
delivered against your aims
and objectives, assess the
benefits to young people,
and use the results in the
next planning cycle.
• Youth work or
curriculum plan showing
objectives and targets
• Allocated budget
• Level of engagement by
young people and
partner agencies in
planned activities
• Evaluation of
objectives/targets in
business plan
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in your geographic or
curriculum area, and identify
the target group(s) of young
people you will work with,
particularly those less likely to
access our services.
Examples of
evidence
indicating
that the
above
activity is
happening
• Results of previous
evaluations
• Youth Workers’
knowledge of their
geographic or curriculum
area
• Feedback from young
people and staff
• Team meetings
• Requests from staff in area
• Information from SCC,
community groups and
other agencies
• Records of planning
meetings with staff,
young people, and other
stakeholders
• Staff appraisals and
supervision
• Records of youth work
that involves forward
planning
Any relevant strategies or
examples of good practice
SYDS Quality Framework 2002
• Specify locations for
youth work delivery
• Staff meetings where
objectives and priorities
are reviewed
• Details of contributions
from partners
• Staff supervision
• Inventory of equipment
required
• Database of other
supporting agencies
• Evaluation by young
people of particular
activities or projects
Examples of youth work
methods for forward
planning; Curriculum
Guidelines
Database of supporting
agencies and other
resources available;
project plan
• Ongoing sessional
evaluation by young
people
• Methods of accreditation
• Case studies
• Evaluation of staff
training
• Quarterly reviews against
project plan
• Next year’s planning
cycle informed by this
years evaluation
Sample of review meeting
notes; appraisal &
supervision forms; models
of monitoring practice
Examples of evaluation
methods; information on
accreditation methods and
case studies
• Information about
young people in target
groups
• National and local
strategies and examples of
good practice
Tool kit
• Staff records: numbers,
hours worked, skills
available
21
February 2001
Youth Service Quality Framework for Youth Work Management
The operational management of the Youth Service and youth work delivery
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes and
evaluate impact
Plan the work that will
address the needs you have
identified, involve young
people and partners if
appropriate, set objectives,
targets, and decide how the
work will be evaluated.
Identify the resources you
have available to carry out
your plans- e.g. budget,
staffing, young people,
partners, information, and
other resources.
Implement your plans,
checking progress at
regular intervals against the
objectives you have set
Measure the outcomes of
work that has been delivered
against your objectives,
assess the benefits to young
people, and use the results in
the next planning cycle.
• Results of previous
evaluations
• Business plan showing
objectives and targets
• Allocated budget
• Quarterly Reports
• Managers’ knowledge of
their areas
• Records of planning
meetings with other
managers, staff, young
people, and other
stakeholders
• Identify and secure other
sources of funding
• Level of participation by
young people in planned
activities
• Evaluation of
objectives/targets in
business plan
1. Identify need
2. Design response
Activity
required
during each
stage
Assess the needs of young
people in your area, and
identify the target group(s)
of young people you will
work with, giving particular
consideration to those less
likely to access our services.
Examples of
evidence
indicating
that the
above
activity is
happening
• Feedback from young
people via clubs and
projects
• Feedback from
communities
• Data from youth
centre/projects in the
area
• Notes from managers’
Group and fromTeam
Meetings
• Information from SCC
and other agencies
SYDS Quality Framework 2002
• Staff appraisals and
supervision
• Training plan to ensure
staff have the skills to
deliver the service
objectives
• Staff records: numbers
hours worked, skills
available
• Specify locations for
youth work delivery
• Details of contributions
from partners
• Inventory of equipment
available
• Database of other
supporting agencies
• Feedback from young
people and staff on
projects organised
• Managers’ meetings and
team meetings where
objectives and priorities
are reviewed
• Review of attendance and
participation by young
people
• Results of surveys of
young people’s
achievements
• Staff evaluations of specific
project objectives
• Record of staff appraisals
and supervisions
• Statistic from other
agencies
• Record of staff training
undertaken
• Next year’s planning cycle
informed by this year’s
evaluation.
• Diary sheets
22
February 2001
Stage in
process
Tool kit
1. Identify need
2. Design response
• Co-ordinated information
from centres and
projects
• Sample of plan showing
objectives, indicators
and targets
• Robust and accessible
information from SCC
and other agencies
• Training programme
sample
SYDS Quality Framework 2002
• Examples of methods of
delivery
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes and
evaluate impact
• Sample of budget
• Sample of review
meeting notes
• Samples of survey material
and evaluation methods
• List of equipment and
resources available
• Work plans & diary
sheets
• Appraisal & supervision
forms
• Huskins’ evaluation
material
23
February 2001
Youth Service Quality Framework for Strategic Management
The strategic management of the Youth Service
Stage in
process
1. Identify need
2. Design response
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes and
evaluate impact
Activity
required
during each
stage
Assess the role of the
Youth Service in meeting
the needs of young people
in Surrey, as identified by
Youth Service staff, Senior
Managers in Community
Services, Members, other
stakeholders and young
people themselves.
Develop a ‘vision for the
future’ based on the needs
assessment, and agree
strategies with operational
managers that will respond
to the needs identified.
Identify new and alternative
resource opportunities and
direct them to where they
can be most effective in
implementing the agreed
strategies.
Hold regular meetings with
operational and strategic
managers, Members and
other stakeholders to
review the delivery of
agreed strategies, and to
refocus where necessary.
Evaluate the contribution of
the Youth Service to all the
strategic plans it has helped
to deliver, assess the benefits
to young people, and use the
results in the next planning
cycle.
Examples of
evidence
indicating
that the
above
activity is
happening
• Results of previous
evaluations
• Existence of strategic
plans relating to young
people which specify the
Youth Service
contribution to delivery
• Records of new and
alternative funding that
has been secured, and
where it has been
directed
• Notes of meetings
where monitoring takes
place
• Evaluation of
objectives/targets in
strategic plans, including
benefits to young people
• Records of planning
meetings with
operational managers,
young people, and other
stakeholders
• Mechanism for all staff
who secure alternative
funding to report details
to a central database
• Feedback from
managers, Members,
stakeholders and young
people
• Other agencies’
awareness of the Youth
Service role
• Information from SCC
and other agencies
Tool kit
Robust and accessible
information from SCC and
other agencies
SYDS Quality Framework 2002
• Political decisions
approving the plans
List of all current strategic
plans where the Youth
Service has a role in
delivery
Accessible spreadsheet on
which to write funding
details
• Quarterly reports
• Feedback from other
stakeholders
• Records of personal
performance contract,
annual appraisal, half
yearly review, and
supervisions
Personal performance
contract, appraisal &
supervision forms
• Evidence of the youth
work generated by the
various strategies
• Annual review of the
Youth Service
• Statistics and survey data
from other agencies
Evaluation from for strategic
plans
24
February 2001
Youth Service Quality Framework for Administrative Support
Administrative support provided through Youth Centres and Projects, Area Offices, the Curriculum Development Unit and County Hall
Stage in
process
1. Identify need
2. Design response
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Activity
required
during each
stage
Assess the administrative
needs of the youth
workers and/or managers
you support through
regular contact with them
Plan the work that will
address the needs you have
identified, set objectives
and targets, and decide
how the work will be
evaluated.
Establish and maintain high
quality administrative
processes that give staff the
support they need, ensuring
thy comply with SCC policy
and procedures
Provide the administrative
support you have planned,
monitor resource usage and
keep relevant staff regularly
informed.
Measure the outcomes of
your work against your
objectives, and assess the
benefits to the staff you
support. Use the results in
the next planning cycle.
Examples of
evidence
indicating
that the
above
activity is
happening
• Results of previous
evaluations
• Admin plan showing
objectives and targets
• Face to face meetings
and discussions with the
staff you support
• Notes of any meetings
relating to planning
• Established administrative
and financial procedures
that comply with
Financial Management
Arrangements
• Notes of meetings where
delivery and performance
are reviewed
• Evaluation of
objectives/targets in your
plan, including benefits to
the centre/project/area
you support
• Regular receipt and
collation of relevant
monitoring information
e.g. monthly returns,
variations in pay forms
• Regular phone calls, emails and
correspondence with
staff
• Service delivery
information from the
relevant Business Plan
Tool kit
• Business Plans
• Service Strategy for
Community Services
SYDS Quality Framework 2002
• Production of any
necessary financial
monitoring sheets
• Monthly reconciliation of
accounts
• Feedback from youth
workers
• Records of annual
appraisals, half yearly
reviews, and supervisions
• Format for writing
objectives and targets
• FMA’s, service returns,
attendance sheets, petty
cash accounts, and any
other admin forms
• Financial recording sheets
in FMA’s centre/project
admin forms, monthly
returns
• Results of any internal
audits
• Existence of audit trails
• Mandatory information
needed from centres and
projects is received in
correct format
• Financial outturn sheets,
Treasurer’s Reports,
Annual Report
25
February 2001
Youth Service Quality Framework for Staff Training and Development
Training and development opportunities for staff, offered at service-wide and local level
Stage in
process
1. Identify need
2. Design response
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes and
evaluate impact
Activity
required
during each
stage
Assess the needs of staff
and identify the training and
staff development needs
you will work on, giving
particular consideration to
recent local and national
developments.
Plan the work that will
address the needs you have
identified, involve staff in
areas, set objectives,
targets, and decide how the
work will be evaluated.
Identify the resources you
have available to carry out
your plans – e.g. budget,
staffing, partners, venues,
information, and other
resources.
Implement your plans,
checking progress at
regular intervals against the
objectives you have set.
Measure the outcomes of
work that has been delivered
against your objectives,
assess the benefits to staff,
and use the results in the
next planning cycle.
Examples of
evidence
indicating
that the
above
activity is
happening
• Results of previous
evaluations
• Business plan showing
objectives and targets
• Allocated budget
• Level of participation by
staff in planned activities
• Managers’ knowledge of
their areas
• Records of planning
meetings with other
managers, staff, and
other stakeholders
• Evaluation of
objectives/targets in
business plan
• Feedback from staff via
supervision and appraisal
• Data from training reps.
In the areas
• Notes from Team
Meetings and Training
Groups
• Information from SCC
and other agencies
• Staff appraisals and
supervision
• Training plan linked to
service objectives and
using a variety of
appropriate training
methods
• Specify locations for
training delivery
• Details of contributions
from partners
• Inventory of equipment
available
• Database of current staff
abilities and qualifications
• Feedback from staff on
training and staff
development organised
• Managers’ meetings,
team meetings and
training group meetings
where objectives and
priorities are reviewed
• Record of staff appraisals
and supervisions
• Review of attendance
records and completion
records by staff
• Impact on youth work
delivery
• Evaluations of specific
training courses
• Regional and national
evaluation of youth work
training
• Review by young people
Tool kit
Training Needs
Questionnaire; Training
Request Form; Performance
Appraisals; Staff
Development Policy
SYDS Quality Framework 2002
Training Request Forms;
training packages
Inventory of training skills
held by staff; information
on training opportunities
from other agencies.
Training Request Forms;
training packages; sessional
evaluation forms
Various training evaluation
forms; managers’ observation
sheets
26
February 2001
Youth Service Quality Framework for Service Agreements with the Voluntary Sector
Service Agreements with Voluntary Youth Organisations and other ‘Not For Profit’ organisations whose main business is delivering services for young people
Stage in
process
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Comment on draft bids if
required. After closing date,
review all bids submitted
against published criteria, and
make recommendations to
awarding panel.
Identify the resources
available to administer the
Service Agreements: grant
aid budget, staff time,
stationary, and postage.
Publish timetable for
processing applications and
ensure prompt notification
to applicants. Ensure
evaluations are received
from all organisations
receiving grants.
Review evaluations every six
months and assess impact on
Youth Strategy objectives
Number of applicants that
clearly identify how the
activities for which they are
seeking funding will
contribute to the Surrey
Youth Strategy.
Published dates of meetings
that take place during the
review process and notes of
recommendations made to
the awarding panel.
Budget available for grant
aid is identified and
published.
Number of annual written
evaluations received
(grants under £5k); notes
of six monthly evaluation
interviews with reps. From
organisations (grants over
£5k). Grants may not be
renewed if evaluations are
not received.
Short management report
produced each May
summarising the year’s
activity, and making
recommendations for the
following year.
• Service Agreement
information pack
• Pro forma comments
sheet for staff reviewing
bids
• Pro forma for annual
evaluation
• Summary of management
report to appear in what
now magazine, together
with successful applicant
list
1. Identify need
2. Design response
Activity
required
during each
stage
Ensure that organisations
applying for funding
demonstrate what action
they will take towards the
implementation of the
Surrey Youth Strategy,
Community Services aims,
objectives, and issues raised
by young people.
Examples of
evidence
indicating
that the
above
activity is
happening
Tool kit
• Telephone helpline
• Most Frequently Asked
Questions (FAQ’s)
answered each
November in What Now
magazine
SYDS Quality Framework 2002
• Central database where
reviews are placed.
• Pro forma for six
monthly interviews
27
February 2001
Youth Service Quality Framework for staff seconded to other agencies
Staff seconded to other agencies whose salaries are paid by the Youth Service
Stage in
process
1. Identify need
2. Design response
3. Specify resources
required
4. Manage delivery and
monitor performance
5. Measure outcomes
and evaluate impact
Activity
required
during each
stage
The Youth Service and the
other agency must both
demonstrate that the
proposed project satisfies a
mutual need covered by the
secondment, which the
mission, aims and objectives
of both organisation.
Discuss and agree terms of
secondment including
management arrangements
and job profile. Agree
overall objectives for the
year. Identify link manager
with Youth Service and a
local line manager.
Identify the resources
available to fund and
support the secondment –
e.g. salary, management
support, admin support,
training opportunities,
information, cash budget,
work base.
Carry out the youth work
you have planned, and
check progress at regular
intervals against the
objectives you have set.
Measure the outcomes of
the youth work against
your objectives, and assess
the benefits to the young
people. Use the results in
the next planning cycle.
Examples of
evidence
indicating
that the
above
activity is
happening
Completion of the standard
SCC secondment letter by
the agency and the Youth
Service outlining how a
secondment will help both
organisations achieve their
aims – e.g. the
implementation of the
Surrey Youth Strategy.
Completion of a
secondment agreement and
a job profile. Written youth
work objectives and targets
for the coming year.
Resources available are
identified before the
secondment is approved
and form part of the
secondment agreement.
Existence of agreed
mechanism for seconded
worker to access
resources.
Notes of team meetings
where objectives are
reviewed. Records of
meetings with young
people. Evaluations of
specific projects with young
people. Notes of
management supervisions
and of 3-way meetings
between secondee, local
manager and link manager.
Notes of meeting at which
annual project appraisal is
undertaken. Records of
progress and achievements
made by young people
during the year. Completed
annual appraisal form,
including personal
development plan.
Tool kit
• Surrey Youth Strategy
• SCC secondment
agreement form
• SCC secondment
agreement form
• Project development plan
• Appropriate systems for
accessing and monitoring
resources
• Suitable recording sheets
for the above, e.g.
referral sheets,
intervention plan, action
log, supervision sheets.
• Suitable documents for
recording progress and
achievements
• Connexions
• Relevant local or national
standards used by the
agency
• Appraisal form.
• SCC secondment letter
SYDS Quality Framework 2002
28