1. Progress towards outcomes: Developing a logic model and theory of change 1 Mary Ryan Research in Practice associate Margaret Davies Director, Red Dragonfly Services Ltd. Evaluation form – please fill in first section

2. Agenda What is a Theory of Change? How it can help develop effective delivery plans, assist with self evaluation and evidence progress for Ofsted Signpost to more information and resources 2

3. › A one page diagram that explains what changes you expect to see as a result of your work with children and young people › It is sometimes called a Story of Change or a logic model › It is based on backwards modelling – you start with what you want to achieve and work back to identify what needs to be done to make change happen 3 What is a Theory of Change?

4. Why do a theory of change? › It describes simply, clearly and convincingly why you do what you do › It shows how your work has a positive impact on children in your home › It helps keep the whole service on track as everyone is clear about what you do, how and why › It engages staff and makes them focus on what makes a difference for children › Helps you speak to others – commissioners and Ofsted 4

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6. A housing project for ex-offenders 6

7. Theory of Change The children’s views, wishes and feelings standard: Regulation 7 Aim: Children’s views, wishes and feelings about their care and welfare are considered and acted upon How could you use a Theory of Change to plan and provide evidence of ways in which you are achieving this aim in your children’s home? 7

8. Outcomes › Outcomes are the most important part of a theory of change. › Outcomes are the changes (positive, negative or neutral), that happen for the children and young people as a result of your work › Outcomes are not the activities you carry out but what happens for the children and young people as a result of what you do 8 It is not how many worms the bird feeds its young but how well the fledgling flies (United Way of America 1999)

9. Children feel ‘at home’ and happier living here 9 Activity Assumptions and evidence Outcome

10. Theory of Change The children’s views, wishes and feelings standard. Regulation 7 Aim: Children’s views, wishes and feelings about their care and welfare are considered and acted upon What changes, benefits or learning need to happen to achieve this aim? Write a few outcomes for your home – they can be short, medium or long term. 10

11. Outcomes and outputs and inputs › Outcomes are the changes (positive, negative or neutral), that happen as a result of your work › It can be a change for a child or young person or for a whole service › Outputs are activities or services – what we do - for example a homework club, a theraplay session › Inputs are the resources you put in – for example a key worker 11

12. Theory of Change List some activities that you do that you think help achieve your outcome 12

13. Theory of change – Examine your assumptions If we do this.... Then this will happen.... If key workers find ways to communicate with children about their views then we are more likely to find out what children think about life in the home A logic model makes explicit how what you do makes change happen It can also help you identify things you do that don’t make much difference 13

14. Theory of Change: Recording and monitoring progress How and where do you record: › a) communication with children – their voice in the records › b) actions taken as a result of hearing these views? › If it’s not recorded you can’t show progress to Ofsted 14

15. Ofsted Inspection Judgement Area The overall experiences and progress of children and young people living in the home: how well children and young people’s views are understood and taken into account. 15

16. Theory of Change: Recording and monitoring progress › Children and young people’ views about activities and outcomes – what’s the benefit or change for them? › Staff perspectives on changes or benefits? › Parents and carers, social workers, IRO’s, teachers Record it clearly so you can show that CYP were listened to and there have been changes as a result. Having more than one source of evidence helps validate progress. 16

17. Theory of Change: Standardised measures for monitoring change Taking a baseline: Using standardised tools such as the Strengths and Difficulties Questionnaire (SDQ) or the Child Behaviour Checklist can help monitor progress towards some outcomes To be effective you need to use the measure do the activities re-measure to assess change 17

18. Theory of Change – key steps 1. Identify your aims 2. Identify your outcomes (change, benefits or learning) 3. Identify your activities 4. Examine your assumptions – what makes the activities achieve the outcomes? 5. Decide how to measure outcomes 6. Record the change, benefits or learning (outcomes) 18

19. Measuring your social impact: Theory of Change Social Investment Business 19

20. Resources and further information › List of further resources in pack › An example of a theory of change for a children’s home with the aim of achieving Regulation 7: Children's views, wishes and feelings about their care and welfare are considered and acted upon › Action for Children Progress Arrow 20

21. Evaluation forms › Please complete your evaluation form – on both sides! 21

22. fosteringandadoption.rip.org.uk Fostering and adoption learning resources › key messages from research › learning activities and case studies › multimedia 22

23. Contact details 23