SUMMARY REPORT: COMMUNITY LEARNING & DEVELOPMENT ACTIVITY IN OLDMACHAR – a ‘snapshot in time’ impact assessment of informal learning in the community (August 2016) This report presents the findings of an enquiry carried out in the Oldmachar ASG area during May June 2016. The enquiry used outreach community engagement work to assess the learning impact on people’s lives as a result of participating in Community Learning and Development (‘CLD’) activities taking place in community centres, libraries, sport centres, churches etc, such as sport, adult education, arts & crafts, parent & baby groups, etc. Key factors and findings 1. Current ‘picture’ – a community making things happen •
This is a community with drive, good at getting activities off the ground themselves e.g. discussion and knitting groups, and good at making a success of initiatives driven by others e.g. Learning Partnership health walks.
•
Word of mouth and local connections are very successful in promoting activities e.g. mums meeting at baby groups encouraging each other to try new things such as buggy walks.
•
The ‘What’s on in Bridge of Don’ booklet is welcomed by people as there is otherwise no single information point; however, the community is good at creating their own tailored ‘whats on/where’ information e.g. Bridge of Don mum and baby Facebook page, and there is much going on when you start looking and asking around.
•
GP involvement is proving effective in promoting and encouraging CLD e.g. signposting and referring people to lunch clubs, pilates and other exercise classes.
•
Local people in the Oldmachar area primarily attach a sense of belonging to ‘Bridge of Don’ and/or their local neighbourhood e.g. Danestone, or ‘the Ashwoods’, but do not strongly identify with ‘Oldmachar’ as a distinct community of its own: it is therefore more relevant to consider learning impact in terms of the wider Bridge of Don learning offer (ref. Appendix A).
•
The local Church community plays a significant role in facilitating CLD activity (including training volunteers) through activities ranging from informal parent/toddler groups to lunch clubs for older people, and providing venues more formal CPD/conferencing events.
•
People travel into this community from Aberdeen City/Aberdeenshire for certain activities not readily available in their own area e.g. short mat bowling in Bridge of Don, or because people have a local connection. Likewise people from Oldmachar attend activities elsewhere.
•
Spin-off effects of larger city wide events people attend such as the Golden Games have an impact as people are inspired to try new activities locally e.g. Active Ageing’s ‘pickle ball’.
•
In addition to more publicly available activities, there is CLD activity going on ‘behind the scenes’ e.g. British Legion; and there is a residents sport and social club at Lochside. Also, uniformed groups in the area are well attended e.g. Boys Brigade, Sea Scouts, Girl Guiding.
2. ‘Enablers’ to community learning & development •
Key factors for success highlighted by local people are: fun, informal, friendly and flexible e.g. table tennis encourages all levels of ability, this helps foster new friendships, and as circles of friendships grow this in turn increases popularity and numbers attending.
•
‘Community hubs’ are important for fostering sense of community, in turn impacting on informal learning (ref. Appendix B - impact map 1): notable examples are Danestone i
Community Centre located in a hub with GP, Police, Church etc; Oldmachar playgroup is also considered a ‘hub’ and Oldmachar Church plugs a gap where there is a lack of community centre in that local area, notably providing a popular community café. •
Sharing facilities is a common theme in this community, e.g. Oldmachar Church has a well used multi-purpose, flexible space in constant use for a broad range of activities.
•
Physical proximity is important to facilitate CLD related activity, in particular intergenerational learning e.g. Primary Schools located beside sheltered housing or care homes where children’s visits are easily arranged.
3. Learning impact All of the above factors and findings give a sense of what this community is like as a context for CLD activity, telling us this community provides an environment conducive to ‘informal learning’. To understand more about the learning impact on people’s lives, this is best achieved through examining selected examples. To help with this task an ‘impact mapping’ method was used as a visual analysis tool (ref. Appendix B, maps 1-5). The resulting impact maps illustrate ‘learning stories’, exploring volunteer and participant learning impact, learning barriers, community impact, and the opportunities/possibilities/ideas and unintended impacts that are revealed when we look at the interconnected nature of all these factors. Exploring and making transparent the inter-connected aspects of CLD activity appears to be an effective method for assessing and evaluating learning impact, providing a replicable method for use across other communities. 4. Learning gaps and opportunities Key themes arising from this enquiry indicate some priority actions and potential ‘quick wins’ for the community to take forward, as follows: (A) Communication & raising awareness •
Through the Community Council publish and celebrate community success stories, volunteer contributions, and raise awareness of local needs and priorities identified through recent local community engagement events.
•
Promote community centres and raise awareness that these are run by volunteers through committees and associations (not Council run).
•
Raise community awareness of learning opportunities for priority groups e.g. up-skilling for redundant oil and gas workers through Skills Development Scotland; also potential training opportunities for young people through volunteering.
(B) Making connections •
Bring the right people together to translate ideas into actions based on priority needs, looking to existing success stories as models. For example, link together care providers from the sheltered housing/care community, church leaders, lunch club and befriending charities to increase provision of lunch clubs through sharing facilities and services.
•
Explore opportunities for intergenerational learning based on specific needs e.g. young people helping older people with garden maintenance or using modern technology.
(C) Maximising facilities •
Enhance choice and diversity by meeting the needs of niche groups, e.g. ladies only and teenage-oriented gym sessions.
•
Maximise use of green space for informal ‘outdoor learning’ through simple interventions e.g. information signs on local or natural history, improved directional signs, and provision of benches as resting/meeting places. ii
SUMMARY REPORT APPENDICES
A - Community & Character map – Oldmachar/Bridge of Don B – impact maps (June 2016) Map 1 -
A community hub (Danestone Community Centre) – Enabling things to happen
Map 2
Buckie Park Story – The local community making things happen themselves
Map 3
Communities within a community (Sheltered Housing/Care Homes)
Map 4
Sharing Community Facilities & maximizing ‘learning assets’
Map 5
Community Spirit & informal learning arising from getting outdoors
SEE MAIN REPORT FOR ADDITIONAL APPENDICES: C – Volunteer Survey results (2015) D – World café results (2015) E – ‘Your Oldmachar, Your Place, Your Community’ event: Results using Place Standard Tool (2016)
APPENDIX A:
‘A giant villa ge’
Oldmachar ASG Catchment Area (Community Learning & Development)
(Blackdog)
Community and character
High home ownership
Key: Oldmachar – main se0lement area Schools:- Oldmachar Academy; Middleton Park Primary; Glashieburn Primary; Forehill Primary; Danestone Primary; Greenbrae Primary; (also Bridge of Don Academy; Braehead Primary and Scotstown Primary)
Fami
ed t n e i ly or
Middleton
£ Park /
Sports Centres: Jesmond (and Alex Collie).
Braehead
£
L £ Danestone
Shops - ASDA, Tesco, Scotmid
L
Library (Scotstown) Member only social clubs (BriLsh Legion; Denmore Park Sports & Social Club, Lochside)
(Gordon Barracks)
Scotstown
GP/Medical Centres: Danestone and Old Machar, Scotstown
£
A90 / P arkwa y
‘Jesmond’
Sheltered Housing / Care establishments for the elderly:- Denmore Court; Charlie Devine; Private: Jesmond Care Home; Fairview House; Also Learning disabiliLes (Dubford) Supported Living Care UK Churches:- Oldmachar; Danestone CongregaLonal; St Columba’s; Church of LaOer Day Saints; Oasis Fellowship (also Bridge of Don BapLst Church)
Denmore
£
Community Centres: Middleton Park; Oldmachar Hall; Danestone; (also Bridge of Don; Balgownie)
R. Don
(Middlefield) New BoD crossing to Tillydrone
20th June 2016
(Dyce)
nity…. u m m o c ’ geVng o ‘g g n o Str
Impact map 1 – A community hub (Danestone Community Centre): Enabling things to happen– two examples.
OrganisaAon/Venue/ Group/AcAvity: DANESTONE COMMUNITY CENTRE:
1.
Volunteer / Group leader learning impact :
Group leader – sa:sfac:on of helping mum’s achieve something.
Local baby groups, Music group (Danestone Church)
Learning / development barriers
Peer support, sharing wisdom & confidence building – e.g. new mums ge[ng baby out - sense of achievement having got out of the house and done something that makes mum feel good …& good for baby)
Leader acts as mentor (‘community mum’)
(Brownie leader and CommiCee member also works full :me!)
Buggy Walks
Learning impact on parAcipants:
Contact with nature – deer, woodpeckers
Health outcome, social isola:on
2.
Danestone Primary providing meals
Group leader – brings experience of previous lunch club at Living Wells project – passing on to volunteers, a replicable model.
(LP kick start Leader mul:(purchased from funding) skilled e.g. musical, School, cost covered by lunch clubbers)
facilita:on skills
Caf4e volunteering experience / training e.g. oil worker in redundancy
Improving ‘social health’ of woods (people aCract people – feels safer)
Trying something new e.g. different food
where all the little paths led to – and had no idea about the forest walk by the river’
‘I never thought I would like Risotto – didn’t know what it was but it’s really good’ (Elderly lady who rarely gets out).
Revise signage: ‘to Woodland walk’?
Space to ‘walk and talk ‘on wider, quieter paths e.g. by river
?
‘Its beCer if you’ve met someone already or are invited – less daun:ng than going alone’.
Addressing Social Isola:on
Mental s:mula:on – e.g. reminiscing, social interac:on Nutri:on & ea:ng
‘I didn’t know
Embedded learning – child development – contact with nature/ woodlands
Socialising (mums, dads, grandparents, babies/toddlers)
Boys Brigade bus GP promo:ng & referring Caf4e Lunch club
OpportuniAes / possibiliAes / ideas/ unintended impacts
Community impact
Environmental learning - raising awareness of path network/ going into woods / wayfinding
?
Success depends on Facebook e.g. last minute cancella:ons if bad weather
Possible new lunch clubs - availability of suitable venues (i.e. accessible, demen:a friendly acous:cs, ligh:ng etc).
Inter-genera:onal ‘Bring people out learning of retirement and possibili:es
pass on their trades and skills to young people before it’s too late’. (Retired upholsterer).
Shortage of day care / day respite op:ons for older people city wide.
20th June 2016
APPENDIX B:
Organisa:on/Venue/ Group/Ac:vity:
Greenspace Scotland (Social Enterprise) – support & materials e.g. paint, benches
BUCKIE ROAD PARK GROUP
Aberdeen City Council - (first point of contact, assistance with ground works, maintenance issues).
?
Impact map 2 – Buckie Park story: The local community making things happen themselves. Volunteer learning impact :
Learning impact on par:cipants:
Impromptu football; cycling; all ages using play equipment
OUTDOOR LEARNING
Local volunteers – local community came together to paint play equipment themselves.
Aberdeen Play Forum e.g. kids’ den building
Learning / development barriers
Kids/families planted 2000 daffodil bulbs
CreaLve soluLons e.g. using Community Council bank a/c
“Our park”
‘There is a
‘We're hoping to be
Singalong…...Come and join friends and neighbours for a Christmas Singalong accompanied by Granite City Brass, a short naLvity story (we’re hoping the children would like to join in) and some fesLve food....’
Sense o f pride/ achieve ment
‘Our park – the best thing that’s happened here’
Facebook – online community adverLsing events, ‘lost property’, lost pets, etc.
‘Buckie Road Park Christmas
(School curriculum)
Geang acLve outdoors
Transforming the park growing community spirit
able to plant some wild flowers in the park later in the Spring. The kids will get to make the mix of seeds and sand and then scaVer them over the ground. Should be fun and brighten up our wee park a bit more’
strong community here – we just didn’t know it.’
‘Lovely
community spirit at a showery big lunch at the Buckie Park’
Opportuni:es / possibili:es / ideas/ unintended impacts
Community impact
Interconnected pathways / walking route to from School
A model for others to learn from / sharing experience – ‘a how to guide’, inspiring others. PosiLve experience with ACC - collaboraLve working Knowledge sharing (e.g. Wes_ield Park community iniLaLve)
Offshoot networking e.g. mum and baby acLviLes (support & social network)
20th June 2016
APPENDIX B:
Impact map 3: ‘Communi0es within a community’ – Sheltered Housing/Care homes:
Charlie Devine (Sheltered)
Volunteer / Group leader learning impact (Staffed facili0es)
ShiL from ‘care’ to ‘support’ – what a
person ‘can do’ not ‘can’t do’.
(Barchester Health Care)
(Renaissance Care)
(Bon Accord Care)
Care providers:
Hamewith (Sheltered)
`
Clashieknowe (intermediate care)
Learning impact on par0cipants (tenants / residents):
Denmore Court (Very Sheltered)
Jesmond Care Home (private residen0al care) + Demen0a Unit Fairview Nursing Home + ‘Memory Lane Community’
Community impact
nt tena l i = l e s y r e os r v No o c2on acr red a e inter nt Shelt re e ‘Why didn’t I move ff n i e ts ‘A good social d l i sh m in here years ago – I estab scene here – would if I’d known bingo, coffee the benefits’ mornings, fish Tenants only want in- supper night’
One tenant a=ends Silver Surfers in town – when she’s well enough.
‘
our world is here [in our Sheltered Housing]’
Impact of enablement agenda Small changes lead to big impact e.g. increased skill set, confidence
Culture change – whole society: Ac2ve Par2cipa2on
School children from –Middleton School (6 week session of visits)
Small group a=end lunch club at Oldmachar Church using own private mini bus
( Scooters, mobility aides)
`
‘Who’s out there/ what’s out there’
Weekly ‘bus run’ – tenants really enjoy geBng out & about - minimum staff needed, maximising resources (using school bus during middle of day)
loca)on – next to ASDA & bus stop’
Challenging ‘disabling’ approaches/aBtudes : communica2on, educa2on, networking.
Isola)on
Sharing learning/best prac2ce
I wish
‘A good
’
inhouse ac2vi2es - reluctant, unwilling or unable to go out into wider community.
‘Need more open-
ness – need to feel part of one community’
‘Not enough to do here, not enough going on ’
Opportuni0es / possibili0es / ideas/ unintended impacts
‘Our community /
I wish
’
Demen)a Ambassadors Con2nuous Learning
Learning / development barriers
‘People don’t understand Very Sheltered Housing – it’s a quagmire.’
I wish
Organisa0on/Venue/ Group/Ac0vity:
?
frail & elderly tenants & residents needing to be part of their wider community.
Limited social ac2vi2es – lack of staff capacity to facilitate due to workload (mee2ng individuals’ care & support needs); no dedicated ac2vity coordinators in Sheltered Housing.
Tenants want more chair based ac2vi2es More interac2on with schools - Academies & Primaries. Shared/ intergenera2onal learning e.g. ipad training?
Raising awareness / seBng family expecta2ons (helping people plan for future – elderly rela2ves) Only regular volunteers are from Church Dementia friendly community – designing for / awareness e.g. Dementia Friends Can care providers be involved in learning partnership?
Working within limita2ons of staff capacity means emphasis on ad hoc/impromptu ac2vi2es e.g. reminiscing facilitated by memory box, gallery of memories. Open day, a fete – a chance for the wider community to be involved / for people to understand what Very Sheltered Housing is, & recruit/encourage volunteer involvement.
20th June 2016
APPENDIX B:
Impact map 4 – Sharing community facili5es & maximising ‘learning’ assets: examples of community assets important to the Oldmachar community.
Organisa5on/Venue/ Group/Ac5vity:
1.
Volunteer / Group leader learning impact :
Oldmachar Church Volunteer training in Demen$a, Ac$ve Ageing sport games e.g. chair based Boccia
Living Wells Lunch Club (Demen$a sufferers & carers)
De briefing sessions - Volunteers shared wisdom own experience of demen$a, current issues on radio Demen$a awareness week etc – reflec$on in ac$on.
Events e.g. Enablement workshop
Learning impact on par5cipants:
Good acous$cs - good for workshops; - good for older people / demen$a friendly ‘Mee$ng new people and recognizing people ‘one lady started from the past gives me being able to reassurance remember people’s ‘its fine to be with folk – names aXer coming it’s a joy to be here’ here.’ (Lunch clubber – Demen/a sufferer)
‘Mum’ support
Mum & toddler group
2. Scotstown library
Oil & gas sector job losses – manual workers compared to managerial job losses
Home Service Book bugs & kids summer reading Reading Group (adults) Pop up library – Danestone CC
‘grandma’ hat ’. (Staff)
Playgroup (Yoga) (Birthday party lets)
(transi$on support –playgroup to School)
4. Danestone
Community Centre
SEE IMPACT MAP 1
Forehill Primary School
Community impact
Main hall – flexible/ mul$ -use large space
Community facility conducive to ‘learning’
School panto
Demen$a friendly
Con$nuous Learning/ CPD events
Redundancy support
Job Centre referring people to their local library for help with online job & benefit applica5ons
People new to unemployment, not computer savvy. rt me ff $ su p p o a t s o y y t rar Lib ilabilit s. a e Lack av eek r s ‘we of awa job High demand lib don’t renes s? l ook r for children’s sta ary – i t do like a n d o u t book bugs – esn ’ ’t demands of space/ conflic$ng use?
‘The playgroup has a certain magic – something about being here, this place, something about Sheila’
§
‘Being involved helps me feel I ‘I get to know belong here’ what Playgroup is all about – helps me know what my ‘I oXen put on child is doing and my ‘social learning’ work’ or
3. Oldmachar Community Hall:
Learning / development barriers
?
Opportuni5es / possibili5es / ideas/ unintended impacts
Demands on library staff $me; training courses Central Library.,
People popping in and out – former parents calling by to say hello.
Parent/volunteer wan$ng ladies only/mum & baby oriented health & fitness + creche near playgroup
Outdoor Learning – outdoor classroom and access to the ‘wee green space’ aka ‘Holly Wood….’ 20th June 2016
APPENDIX B:
Impact map 5: Community spirit and informal learning arising from ge7ng outdoors – two examples.
Organisa=on/Venue/ Group/Ac=vity:
Volunteer / Group leader learning impact :
Learning impact on par=cipants:
Learning / development barriers
Opportuni=es / possibili=es / ideas/ unintended impacts?
Community impact
‘We are always
‘Doesn’t feel like volunteering’
Golden Games (Wellbeing team) inspiring people
Jesmond
1. Sports
Centre
Doing something they enjoy Walk leaders
discovering something new on the walks – and it fills the day ‘(recently widowed older person)
Now there are enough walk leaders to allow ‘branch –off’ groups for smaller walks spurring off the main walk – brings flexibility, choice & diversity within a large group
Health Walks
Using technology – walking apps e.g. ‘Map my walk’, weather checks
Raising awareness of walking possibili%es through moors, woodlands.
‘I need a young person to show me how to use the walking app.’
Improving ‘social health’ of moors, woods – people aYract people ‘Community Walks’ as well as health walks – i.e. for everybody, no longer just for older people
Table Tennis –people go to both – each grown through word of mouth, friendships forming Knit ‘n’ NaYer group Alex Collie Sports Centre
2.
Dog walkers – Wes]ield Park / Braehead area St. Columba’s Church
Combining/synchronising ac%vi%es e.g ScoVsh Slimmers, followed by KniVng
?
‘Twiddle Muffs’ given to care homes/Very Sheltered Housing
Intergenera%onal possibili%es e.g. teenager involvement
Group meets outwith kniVng for a range of social ac%vi%es raising money for charity Demen%a awareness
20th June 2016
APPENDIX B: