A Co-constructed and Co-produced Evaluation of the Anchor Project in Shetland
The Anchor Project sits within an ambitious Scottish Government policy landscape to eradicate child poverty through involving children and families in a fair and inclusive manner. The overall aim of Anchor was to facilitate learning and action in family led problem solving and early intervention.
Appendix v. A Day in the Life of Anchor Project Workers
Participant 1
Before 9am: Check messages – who am I going to meet?
What do they need -fuel vouchers/ parcel/lifts??
Research team perceptions What do these activities represent?
1. Responding to parents needs for practical help and assistance – fuel vouchers/clothes and food parcels etc.
2. Maintaining trust and providing consistency.
3. Building & maintaining external agency relationships.
Participant 1
9am: Visit family, take child to school, sit with mum and have a cuppa
Research team perceptions What do these activities represent?
4. Support for parents through taking time and sitting alongside them to build trusting relationships.
5. Filling the gaps/providing social support if they don’t have friends and/or family they can rely for help.
6. Developing parenting skills, providing consistency.
Participant 1
10:30am: Go to office, check emails, arrange meeting with other family, speak to partnership agency about new initiative/catch up with team
Research team perceptions What do these activities represent?
7. Sharing knowledge, signposting and linking parents to other help and services.
8. Practical help with applications for benefits and grants.
9. Supporting children & families to be seen holistically – providing bridge between families and services such as school.
Participant 1
12:00pm: Head to AHS -catch-up with pupil support teaches/other agencies – what’s happening at school?
*MCR Pathways
*Carers
*Youth Worker
Research team perceptions What do these activities represent?
10. Liaison with teaching staff to discuss any children or families of concern.
11. Supporting individual children in school.
Participant 1
12:30pm: Lunch -sometimes at desk!
Participant 1
1pm: Take Seasons for Growth group with Youth Worker
Research team perceptions What do these activities represent?
12. Where necessary taking children to school and other activities such as sport – helping children and families achieve everyday activities which might otherwise be lost.
13. Building relationships, and parental skills
Participant 1
2:15pm: Call family about clothes/food parcels
Research team perceptions What do these activities represent?
14. Anchor workers being embedded in schools and communities through working with groups of children in and out of school.
Participant 1
3pm: Catch up with Sandra about concerns of another family
Research team perceptions What do these activities represent?
15. Supporting availability of universal preventative services.
16. Supporting practical skills development.
17. Peer support.
Participant 1
4pm: Sort through jackets for hub
Participant 1
4:30pm: Deliver food parcels
Research team perceptions What do these activities represent?
18. Networking.
19. Making Anchor visible as a service and resource for health, education, and social care service partners to call on for support.
20. Admin work – governance & maintaining links.
Participant 1
5pm: Home
Participant 2
8:15am: Office (VAS work)
Research team perceptions What do these activities represent?
1. Responding to parents needs for practical help and assistance – fuel vouchers/clothes and food parcels etc.
2. Maintaining trust and providing consistency.
3. Building & maintaining external agency relationships.
Participant 2
9am: Drive to Aith School
Research team perceptions What do these activities represent?
4. Support for parents through taking time and sitting alongside them to build trusting relationships.
5. Filling the gaps/providing social support if they don’t have friends and/or family they can rely for help.
6. Developing parenting skills, providing consistency.
Participant 2
9:15am: Settle in school, speak to office staff
Research team perceptions What do these activities represent?
7. Sharing knowledge, signposting and linking parents to other help and services.
8. Practical help with applications for benefits and grants.
9. Supporting children & families to be seen holistically – providing bridge between families and services such as school.
Participant 2
9:45am: Head teacher, discuss family (new)
Additional needs teacher, discuss existing family
? Meet family in school – appointment
(vouchers, clothing, benefits, bikes, laptops)
Research team perceptions What do these activities represent?
10. Liaison with teaching staff to discuss any children or families of concern.
11. Supporting individual children in school.
Participant 2
12:30pm: Home visits – Aith area, appointments, emotional support, cuppa, signposting
Drive 30 mins back to office – Sandwich on route
Research team perceptions What do these activities represent?
12. Where necessary taking children to school and other activities such as sport – helping children and families achieve everyday activities which might otherwise be lost.
13. Building relationships, and parental skills
Participant 2
3pm: Meet parents in Market House, Complete forms, emotional support
Research team perceptions What do these activities represent?
14. Anchor workers being embedded in schools and communities through working with groups of children in and out of school.
15. Supporting availability of universal preventative services.
16. Supporting practical skills development.
17. Peer support.
Participant 2
4pm: VAS work
Research team perceptions What do these activities represent?
18. Networking.
19. Making Anchor visible as a service and resource for health, education, and social care service partners to call on for support.
Participant 2
6pm: Call re food parcels, vouchers
Research team perceptions What do these activities represent?
20. Admin work – governance & maintaining links.
Participant 2
7pm: Home!
Participant 3
9-9:30am:
Soft Start = chat, games, toast – 5 kids yesterday
Research team perceptions What do these activities represent?
1. Responding to parents needs for practical help and assistance – fuel vouchers/clothes and food parcels etc.
2. Maintaining trust and providing consistency.
3. Building & maintaining external agency relationships.
4. Support for parents through taking time and sitting alongside them to build trusting relationships.
5. Filling the gaps/providing social support if they don’t have friends and/or family they can rely for help.
6. Developing parenting skills, providing consistency.
Participant 3
10-11am: paperwork, emails
Research team perceptions What do these activities represent?
7. Sharing knowledge, signposting and linking parents to other help and services.
8. Practical help with applications for benefits and grants.
9. Supporting children & families to be seen holistically – providing bridge between families and services such as school.
Participant 3
11am-12pm
Meeting with Childsmile – P1 toothbrushing
Research team perceptions What do these activities represent?
10. Liaison with teaching staff to discuss any children or families of concern.
11. Supporting individual children in school.
Participant 3
12-2pm: Met a mum for a chat, 2hours
Research team perceptions What do these activities represent?
12. Where necessary taking children to school and other activities such as sport – helping children and families achieve everyday activities which might otherwise be lost.
13. Building relationships, and parental skills
Participant 3
2:30-3:30pm: Helped mum complete a job application
Research team perceptions What do these activities represent?
14. Anchor workers being embedded in schools and communities through working with groups of children in and out of school.
15. Supporting availability of universal preventative services.
16. Supporting practical skills development.
17. Peer support.
Participant 3
4-5pm: Took a child to rugby training and back home
Research team perceptions What do these activities represent?
18. Networking.
19. Making Anchor visible as a service and resource for health, education, and social care service partners to call on for support.
Participant 3
5:10pm: Back to office, fuel voucher
Research team perceptions What do these activities represent?
20. Admin work – governance & maintaining links.
Participant 4
8:30 – 9am: Checked emails
Research team perceptions What do these activities represent?
1. Responding to parents needs for practical help and assistance – fuel vouchers/clothes and food parcels etc.
2. Maintaining trust and providing consistency.
3. Building & maintaining external agency relationships.
Participant 4
9:30am: Met child at High School for transition (enhanced)
Research team perceptions What do these activities represent?
4. Support for parents through taking time and sitting alongside them to build trusting relationships.
5. Filling the gaps/providing social support if they don’t have friends and/or family they can rely for help.
6. Developing parenting skills, providing consistency.
Participant 4
10:30am: 1:1 with a child
Research team perceptions What do these activities represent?
7. Sharing knowledge, signposting and linking parents to other help and services.
8. Practical help with applications for benefits and grants.
9. Supporting children & families to be seen holistically – providing bridge between families and services such as school.
Participant 4
12:00pm: Checked and replied to emails while eating lunch
Research team perceptions What do these activities represent?
10. Liaison with teaching staff to discuss any children or families of concern.
11. Supporting individual children in school.
Participant 4
12:30pm: Child came for a chat
Research team perceptions What do these activities represent?
12. Where necessary taking children to school and other activities such as sport – helping children and families achieve everyday activities which might otherwise be lost.
Participant 4
1pm: Catch up with school staff
Research team perceptions What do these activities represent?
13. Building relationships, and parental skills
Participant 4
1:45pm: 1:1 with a child
Research team perceptions What do these activities represent?
14. Anchor workers being embedded in schools and communities through working with groups of children in and out of school.
15. Supporting availability of universal preventative services.
16. Supporting practical skills development.
17. Peer support.
Participant 4
3:15pm: Drive home
Participant 4
4:30-7pm:
Typing up case notes, answering emails & replying to messages
Research team perceptions What do these activities represent?
18. Networking.
19. Making Anchor visible as a service and resource for health, education, and social care service partners to call on for support.
20. Admin work – governance & maintaining links.
Contact
Email: clld@gov.scot
There is a problem
Thanks for your feedback