PlayBoard's Advocacy Toolkit

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Advocacy T LKIT

Working for the child’s right to play

Advocacy T LKIT

Making Friends & Influencing People

PlayBoard is the lead agency for the development and promotion of children and young people’s play in Northern Ireland. To this end, the organisation provides a range of innovative services designed to strengthen service delivery. Since its inception in 1985, PlayBoard has campaigned, lobbied, raised awareness and developed partnerships in order to put play on the agenda of policy makers and resource providers.

PlayBoard is a membership organisation.

The agency exists to promote, create and develop quality play opportunities aimed at improving the quality of children’s lives. This is achieved through five key strategic priorities: e An Inclusive and Engaged Membership Body e Strategic Alliances - to achieve increased recognition and understanding of the importance of play and playwork e Research, Policy and Information e Playwork Workforce Development e Organisational Growth and Development

UNCRC Article 31 States Parties recognise the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.

VISION: A society that respects and values the child’s right to play as an intrinsic and essential right of childhood.

All children and young people have the right to play and have an intrinsic need to play; MISSION: opportunities for children to be free to choose Working for the what they do– with the chance to challenge Childs Right to Play themselves, take risks and enjoy freedom. The right to play is enshrined in Article 31 of the United Nations Convention on the Rights of the Child (UNCRC)1.

PlayBoard’s work is concentrated and prioritised within a framework of ‘equity, diversity and interdependence’ (EDI), and is consistent with the ethos of human rights, social justice and social inclusion.

Aiming High

1 The United Nations Convention on the Rights of the Child is a human rights treaty setting out the civil, political, economic, social, health and cultural rights of children.

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Contents 1. Introduction e Introduction e Advocating Play

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4. Influencing Policy

2. Planning for Advocacy e Planning Cycle e Identify the need e Gather the Evidence e Set Objectives e Define your message e Assess your resources e Identify intended Audience, Allies & Partners e Develop your advocacy action plan e Monitor and Evaluate

e Press Releases xx e Social Media xx e Alliances and Partnerships xx e Briefing Papers xx e Manifesto xx

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e Programme For Government xx e Consultations xx e Elections xx e Party Manifestos xx e Purdah / PEP xx e Charity Law xx e New Ministers xx

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3. Methods of Advocacy e Letter Writing xx e Meetings xx e Public Meetings xx e Events xx e Campaigns xx e Media xx

5. Northern Ireland Specifics e Political Parties xx e The Northern Ireland Assembly xx e Raising Questions xx e Hansard xx e Government Departments xx 6. Conclusion e Glossary & Resources 2

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Introduction

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Aiming High

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Introduction Advocating Play

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Introduction Given the importance of advocacy for PlayBoard and its centrality to the logic model2 used by Atlantic Philanthropic we offer through this toolkit some practical advice on a range of potential tools to assist advocates for play.

The toolkit has been designed to support those with an interest and desire to advocate for children and young people and can be used by a diverse range of advocates; e.g. childcare settings, schools, youth clubs, and by play workers, teachers, planners, community workers, parents – whoever wants to advocate for play!

For the purposes of this toolkit we define the term advocacy as: “Taking action to bring about the change you are seeking”.

Advocacy is the effort involved in changing public perception and in influencing policy decisions. It involves making a case in favour of a particular issue, using skilful persuasion and strategic action. Advocates therefore, raise awareness about issues and propose specific solutions amongst different publics; including policy-makers, society, the media, and affected communities. Simply put advocacy means actively supporting a cause and trying to get others to support it as well.

This advocacy toolkit is split into a number of sections which examine how to plan for advocacy activity.

The toolkit introduces the reader to an advocacy cycle and within the framework of logic modelling it explores a variety of advocacy methods and also explores how advocates can begin to influence policy.

Following requests from members we have also included a Northern Ireland specific section.

We hope you find the toolkit a useful and valuable resource that will inspire you to join PlayBoard in advocating for the child’s right to play.

What is play?

Take yourself back to when you were a child.

Think about your play experiences and memories Think in particular about where you played, what it was you were doing, and who where you with.

If you’re really good – you’ll even remember the smells, the sights and how you were feeling I bet you remember some of the following: Long hot sunny days, being outdoors, the feeling of freedom, often no adults around, playing with nature, taking risks, sometimes doing things you shouldn’t be doing

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This is

PLAY

A logic model sets out how an intervention (such as a project, a program, or a policy) is understood or intended to produce particular results

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Advocating Play As the lead agency for children and young people’s play in Northern Ireland, PlayBoard has a long history of advocating and championing the child’s right to play. Originally established in 1985 to address play deprivation3 of children in the Greater Belfast area, PlayBoard has come a very long way since those early days. Through its advocacy efforts the agency has become Northern Ireland’s leading Non-Government Organisation (NGO) focusing on Play and Playwork. It has been a long, slow and hugely exciting journey and the importance of Play and recognition for it, is now beginning to surface.

Undoubtedly, the impact of Northern Ireland’s historical political landscape has diluted and reduced access to freely chosen play opportunities.

In Northern Ireland, there is a long-standing concern about the impact of the troubles, especially on those directly affected. Years of sustained conflict have resulted in children and young people being restricted in how, where and with whom they played.

PlayBoard, along with national and international colleagues have persistently advocated that play supports social policy cross wide ranging agendas and areas of priority. Children and young people’s access to, and participation in play supports children’s educational, social, emotional health, wellbeing and physical literacy.

PlayBoard’s work has challenged and informed the strategic understanding of play and the intrinsic benefits of play for children’s physical and mental health and their wellbeing are now being understood. In 2006, the Office of the First Minister and Deputy First Minister produced its first Play Policy4 for Northern Ireland. As a driver for ‘Our Children and Young People – Our Pledge’5 the ten year strategy for children and young people, the Play and Leisure Policy Implementation Plan (agreed by the Executive in March 2011) is underpinned by the following principles: Participation, Integration, Inclusion, Diversity, Quality, Accessibility, Affordability and Flexibility.

“If you think you can do a thing or think you can’t do a thing, your right” Henry Ford

Research findings presented to the Executive’s Poverty Commission in 2010 concluded that: • 21% of children in Northern Ireland do not have access to nearby fixed equipment play sites • 15% are unable to go to the cinema regularly • 14% are unable to participate in a hobby or leisure activity6

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Play Deprivation is the name given to the notion that not playing may deprive children of experiences that are regarded as developmentally essential and result in those affected being both biologically and socially disabled.

Play and leisure Policy for Northern Ireland 2009 Our Children and Young people – Our Pledge: Ten year strategy for children and young people in Northern Ireland 2006-2016 Save the Children – 2010 submission to the Executive Childhood Poverty Commission

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Why is Play important?

• It is fundamental to a healthy and happy childhood7 • It challenges and informs our understanding of children, because it views the child as a competent and confident being8 • It is essential for the survival of the species, if it was not important we would have stopped doing it a long time ago9 • It facilitates children’s holistic development incorporating areas such as physical literacy, cognitive skills and creativity10 • It is crucial to physical and mental health11 • It is important for the development of brain capacity12 • It supports a connection with nature and the environment.13 • It allows children time to relax and to be in control of what they do14 • It is significant for cultural development and society15 • It provides opportunities for children and young people to assess and manage risk for themselves16 • It is adaptable variability, and as such a mechanism to prepare us for constant change17.

The Northern Ireland Executive’s vision for play is:

“to recognise, respect and resource play is to recognise, respect and value childhood” Play and Leisure Policy 2009

PlayBoard has long championed the need for sustainable age appropriate play based childcare for school age children across the province and advocacy activity has resulted in: • 1995 Peace Funding being award for the development of an infrastructure of play based childcare projects across Northern Ireland • 1999 The establishment of Children First - Childcare Strategy19 • 2006 Children & Young Peoples Funding Package – two year funding package for play based childcare projects

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Department for Culture Media and Sports, (2002) Getting Serious About Play, A Review of Children’s Play Bjorklund, D. & Pellegrini, A. (2000) Child Development and Evolutionary Psychology. Child Development, Vol 71, No 6, 1687-1708.

Bruce, T. (2001) Helping Young Child to Play. Hodder & Stoughton. Bristol.

Abbott, L. & Langston, A. (2005) Birth to Three Matters. O.U.P. Berkshire.

Hughes, B. (2001) Evolutionary Playwork and Reflective Analytic Practice, London; Routledge Prout, A. (2005) The Future of Childhood, Abingdon: Routledge Falmer Physical – Children’s Play Council (2004) Children’s exercise and play A Children’s Play Council Briefing March 2004 London; Children’s Play Council Mental – Winnicott, D.W. (1971) Playing and Reality, Harmondsworth:Penguin Sutton-Smith, B. (1997) The Ambiguity of Play, Cambridge, MA: Harvard University Press Cobb, E. (1993) The Ecology of Imagination in Childhood, Dallas: Spring Publications Scarlett, W.G., Nadeau, S., Salonius-Pasternak, D. T. & Ponte, I (2005) Children’s Play, London: Sage Drummond, M.J. (2002) Assessing Children’s Learning. David Fulton. London.

Sutton-Smith, B. (2003) Play as a Parody of Emotional Vulnerability, in Lytle, D. E . Play and Educational Theory and Practice, London: Preager Children First – Northern Ireland Childcare Strategy 1999

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Since 2008 PlayBoard and the sector have engaged in numerous advocacy activities aimed at securing further funding for the sector. This has included meetings, lobbying, a postcard campaign, development of briefing papers and manifestos and husting events.

We hope that this toolkit will give an overview of the advocacy process - from planning and information gathering to evaluating the success of any advocacy activity undertaken. The toolkit can be used regardless of the size of your organisation or the resources that you may or may not have.

Some definitions of Play: “Play is freely chosen, personally directed, intrinsically motivated behaviour that actively engages the child” Bob Hughes (1982)

“Play has been described as scientific research conducted by children” Hughes (1996)

“Play is how children learn about the world and about themselves and each other” Inspiring Scotland, Go Play, (2010)

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Gr o To wing ge the r

Planning for Advocacy

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Planning for Advocacy

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Planning Cycle Identify the need Gather the Evidence Set Objectives Define your message Assess your resources

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Identify intended Audience, Allies & Partners xx Develop your advocacy action plan xx Monitor and Evaluate xx

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Planning For Advocacy Advocacy (for the purposes of this toolkit) means taking action to bring about the change you are seeking. PlayBoard through its Atlantic Philanthropic funded work has developed this toolkit to empower and enable those wanting to advocate for play.

The word ‘advocacy’ comes from the Latin ‘advocare’ and literally means ‘to call out for support’. Every advocacy project will be different and each will need an individual approach that is tailored to the specific problem identified. Simply put - Advocacy is about standing up for an issue or cause you believe in, and trying to influence and help those who make decisions understand the need for change.

Why do we need to advocate for play?

PlayBoard has been advocating for play for since 1985. However, recognition for the importance of play is still a relatively new concept. Have you ever imagined a world without play?

What would it look like?

How would it feel?

How would people behave?

What would happen?

A world without play would be a very dire place. Play is a fundamental part of childhood. It makes a vital contribution to children’s development and to their health and wellbeing. Play has been around for a long time, its something that we’ve all done. It’s a biological drive intrinsic to our very being.

Depending on your experiences of advocating or lobbying you may feel a little daunted at the task of advocating for play. However, if you’re reading this toolkit it’s likely that you have an interest and passion for play – you therefore, through your interest, are already a play advocate!

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Advocacy Cycle Advocacy activity requires planning and an Advocacy Cycle is a useful method for organising what it is you want to do. The cycle involves identifying the issue that you want to address and then takes you through a series of steps in order to advocate for that issue. It is important to note that the steps identified may not always occur in exactly the same order, but we recommend that you consider and plan for each step as a critical and integral piece of your advocacy effort. The advocacy cycle can also provide the framework for the development of an advocacy strategy.

Advocacy is a dynamic process; a cycle of continuous learning.

The order in which the tools are used will vary according to the issues, the approach, or the organisation that is carrying out the advocacy activity.

It is important to adapt the planning and action processes to suit: • Your organisation • The context or situation • Your particular campaign • Your resources

Monitor & Evaluate

Develop Advocacy Action Plan

Identify Your Allies and Partners

START Identify Your need

Advocating For Play

Assess Your Resources

Gather Evidence & Research

Set Your Objectives

Define Your Message

The diagram above shows the areas of the advocacy cycle that you would follow when advocating for play.

No one size fits all in advocacy but the following pages within this section will allow you to start exploring each part of the cycle in turn and we hope you find the prompts and suggestions useful in guiding your advocacy activity.

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Identify the Need The first step in planning your advocacy work is to identify the issue or problem that you want to tackle.

What exactly is it that you want to change or highlight? It could be the lack of play facilities in your local area, or a funding crisis in your school age childcare setting. Maybe you’re a parent wanting to campaign for a child friendly community or you’re a community worker wanting to save a local park. Whatever your issue it is crucial that you identify it!

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What is the issue/problem?

Think about your issue or problem. Demonstrate why your issue is important and make the case for play.

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What are the effects of the problem?

How does the problem affect you or your beneficiaries (i.e. children and young people)?

Does the problem affect certain groups (i.e. children, young people, parents etc)?

If so, who and how?

Do you have enough information?

What are the root causes?

Is there an underlying cause to your problem?

What contribution is made by cultural and environmental factors?

Are there policies or legislation that affects your issue?

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What do you think needs to be done?

What is it that you want to see done?

What are the advantages and disadvantages of change?

Have you highlighted the benefits of play?

Can you defend your position? Are your proposals realistic?

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Who has the power to bring about change?

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Who is it that can help you? Who can you target?

Identify who makes the decisions in terms of your issue.

Or who might influence those making the decisions?

Is it Government, MLA’s, Councillors?

Do you have access to them?

What about influential organisations, local churches or businesses?

Are there community leaders who can help?

Who has the responsibility or power to make a change?

Are they able to do something?

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Here we have gathered some quotes from various sources to demonstrate how you can begin to show the need for both Play and School Age Childcare Provision in Northern Ireland. Please feel free to use these examples in your advocacy work.

“Children and young people make up almost a quarter of the population of NI and yet we have not always given their interests and needs the priority they deserve” Draft Children’s Strategy ‘R World 2’ (2004)

21% of children in NI do not have access to nearby fixed equipment play sites.

REF

“For many children and young people in Northern Ireland, especially those in poverty, access to and the affordability of good play and leisure provision poses a major problem, cutting them off from a world of fun, adventure, learning, development and wellbeing.”

(Save the children 2007)

“Investing in early childcare can have a very significant economic return.

It can be as high as 15-17%.”

Professor James Heckman; The Economics of Investing in Early Childhood, University of Chicago

37% of children in NI experiencing severe child poverty do not have access to nearby safe play areas.

REF

“Northern Ireland has the youngest population of any region in the UK: 27% of residents are under 18 years of age.”

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Gather the Evidence Evidence for Play:

Now that you have identified and thought through your issue, you need to gather some evidence to help you create a reasonable and logical case.

Being fully informed about your advocacy issue will help you persuade people about the need for change. Evidence and research, no matter how small, will give your advocacy positions credibility.

The level of evidence needed will depend on the scale of your advocacy activity and identified need.

Throughout this toolkit are examples (evidence) that you can use when making the case for play. You will also find a wealth of information available on the internet, but to make your job a little easier we have gathered some suggestions which will see on the following pages.

Play and the opportunities for play have changed over recent years. There are many contributing factors for this including; the volume of traffic on our roads, the prevalence of car parking space, multiple stories in the media about childhood abduction and child perpetrated crime and antisocial behaviour. Additionally, the rising tide of concern for children and young people’s emotional and psychological health along with growing apprehension for sedentary lifestyles emerging from theological advancement have been contributing factors.

Research tells us that society is increasingly concerned about the way childhood today is both experienced and understood19. In recent years children’s contemporary lives have changed drastically. Family, economic, legislative, and environmental changes, along with research findings and human rights advancements suggest that we need to find ways to support children and the developmentally essential experiences of childhood20.

Gathering evidence and research can also be fun!

Often the words from children and young people themselves can be very powerful and have a huge impact, after all they are the experts when it comes to play! Hearing directly from the affected group will greatly inform your research.

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Palmer, S. (2006) Toxic Childhood: How the modern world is damaging our children and what we can do about it. London: Orian Books.

The Children’s Society (2009) The Good Childhood Enquiry. London.

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A raft of emerging research suggests that children and young people’s physical, emotional and mental health is either in decline, or is a cause for concern. These findings are supported by UNICEF (see grid below) who inform us that children’s well being, particularly their mental wellbeing, is lower in the UK than many European countries21.

This causes great concern locally for our children and young people in Northern Ireland. Almost a quarter of the population in Northern Ireland is made up of children and young people – one of the youngest populations in Europe. You could use this as evidence to back up your advocacy issue.

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UNICEF (2007) Innocenti Research Centre Report Card 7. An Overview of Child Well-being in Rich Countries: A comprehensive assessment of the lives and well-being of children and adolescents in the economically advanced nations. Italy. UNICEF

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Here are some further examples of evidence that may fit your advocacy issue:

ere is 2.3 On average, th play space sq m of public under 12 for each child bout the in the UK ... a hen table size of a kitc REF

Car journeys to school have doubled in the last 20 years in Northern Ireland.

As much as a quarter of traffic on the roads at 8.50am is on the school run. www.drdni.gov.uk

“Children and young people make up almost a quarter of the population of Northern Ireland and yet we have not always given their interests and needs the priority they deserve.” Minister John Spellar, Foreword to NI draft Children’s Strategy ‘Our World 2’ (2004)

Around 18% of children in N I aged 2-15 are con sidered obese. North ern Ireland Health and Social Well-bei ng Survey, 2006

National Play Day Research • 90% of adults played out regular ly in their streets as children • 29% of children aged 7-14 say they don’t play or hang out in their streets at all • 73% of children would like to play out more often • 29% of children believe that adu lts generally disapprove of children playing of hanging out were they live

There is “…an obesity epidemic in young children…” and the main solution should be to “reduce television viewing and promote playing.”

The British Medical Journal

When gathering evidence, no matter what your issue, it’s useful to gather data from a local perspective. Gathering quotes from parents or children and young people themselves can help localise an issue.

reported in 2001

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PlayBoard Research 2011 – Parental Survey on Play

“I don’t mind children playing around the area – they are only kids” “Play is good for children’s social skills and exercise – children don’t bother me – I like to hear them playing.”

“Recently since the new houses have been built there are lots more children here and because they are bored and have nothing to do there has been a lot of anti-social behaviour and bad attitude”

Some of the things children and young people have said about play and leisure:

“Where I play the swings are broken and you can’t go on them.”

“There aren’t enough leisure centres.”

“Teenagers aren’t allowed in.”

“We need something else like netball, drama or basketball.”

(Research carried out by Early Years & PlayBoard 2009)

“I’m not comfortable for my child playing in the street because of traffic and older children causing problems”

Here are a selection of quotes from parents on the school age childcare services offered funded via PlayBoard:

“Only for the after schools club, I could not have returned to work” “Other childcare is just not affordable when you earn a small wage, but this service allows me to work” “My after school service provides childcare over the holidays and school closures – it works out really well.”

“There is absolutely nothing else round here. If the project closed I’d have to give up work” (Survey carried out by PlayBoard 2006)

“There are too many cars up and down the street – we need speed ramps or the road closed so that children can play” (Survey carried out by PlayBoard in North Belfast 2011)

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“Where I play the swings are broken and you can’t go on them.”

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Set Your Objectives Once you’ve identified your issue and gathered the evidence to back it up, you then need to set yourself some specific objectives for your advocacy work.

You will need to define exactly what it is you want to happen, and the suggested timeframe. Setting objectives will also help you to be clear about what it is you are trying to achieve, and will assist you in planning your advocacy activities. In the longer term, clear objectives will also allow evaluation and monitoring of your advocacy work.

A well known method of determining key objectives is through SMART analysis.

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MEASURABLE: You should be able to measure whether you are meeting the objectives or not.

ACHIEVABLE: Are the objectives you set, achievable and attainable?

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SPECIFIC: Objectives should specify what it is you want to achieve. Be specific and precise.

RELEVANT/ REALISTIC: Can you realistically achieve the objectives with the resources you have?

l 2 l l SMART OBJECTIVES

TIMEBOUND: When do you want to achieve your set objectives?

“Vision without action is only dreaming, action without vision is only passing time, but vision with action can change the world.”

- Nelson Mandela 15

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Define Your Message Having identified your ‘need’ and then gathered the ‘evidence’ to back it up – your next step is to define your message. Your message is a summary of the need and the change that you want to bring about. This is where you will show what is unique or special about your topic. Your message needs to catch people’s attention – it should therefore be clear, short, punchy and understandable to those who don’t know your issue. It should also be memorable!

Is Your Message: 3 Summarised clearly, showing the change you want to see happen 3 Understandable to those who don’t know your issue 3 Short and punchy 3 One or two sentences long 3 Jargon free 3 Memorable

Your message should be compelling and powerful and this one minute message exercise might help you to compile it: Firstly think about your advocacy issue. Then look at the following four components:

Problem Statement + Evidence + Example + Action required Consider each component individually and using one or two sentences– fill out the following: Problem Statement: Evidence: Example: Action required:

After you have completed the above, now think of a slogan which summarizes your advocacy message in one or two short sentences.

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If you were thinking of a banner headline to highlight your advocacy issue or message – what would it say?

Example Here

Once you have a key message established there is no reason why you can’t ‘frame’ this message to suit your individual audiences. Your overall position on your advocacy issue will not change, but the way you present your message might.

Frame your message: It will help you in your quest if you know something about what issues the person you are targeting with feels strongly about (even if they aren't the same as your own). You can then frame your message in terms that will make sense for them.

For example, if you want to talk about funding for a Playday event with an MLA who is interested in health issues, you would consider starting with pointing out the health benefits of Playday for children.

If you do consider framing your message for a particular audience you should not dilute the facts or compromise your core values. The way you present your message will also depend on who your target audience is. Do you need to deliver your message to just one person, or influence policymakers at different political levels or different audiences at the same time?

Use every opportunity available to you to highlight your advocacy message and explore the various methods of advocacy given within this toolkit.

IDEA: Use the Internet. The Internet is the fastest and cheapest way to highlight your message.

Use your website, footer on your email, and networking sites like Facebook, blogs, etc. to deliver your message.

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Assess Your Resources • Time: Have you set aside time to carry out your advocacy work? Are there particular events that you want your advocacy work to coincide with?

Use events to your benefit – Elections, Political Meetings, and National Play Day or Children’s Days etc

Before you can begin taking your message further it is essential to consider what resources you have at your disposal. The resources you have available for advocacy work could be a mix of financial resources, human capacity and common or shared knowledge. You will also need to decide who is best placed to carry out advocacy work. If you participate in the play world at any level – then you’re an advocate for play!

• Friends & Allies: Do you have access to other people who can help? Parents, children, your community, like minded organisations, PlayBoard. Do you have a good relationship with local councillors, MLA’s or Party representatives?

What about your local papers and media?

We do recognise that assessing and allocating resources before you begin advocacy work may not always be possible. Indeed, part of your advocacy work might be to raise finances or lever additional resources in order to carry out other advocacy work. Therefore you will likely have to continually re-examine your resources as you make progress.

• Knowledge: Have you enough research to back up your advocacy work? Are there others who can help you?

• Reputation: Do you have a good reputation with your target audience? Can you recruit influential people to speak on your behalf (e.g. a local councillor)? Do you need to work in partnership with another better known organisation?

Points for Consideration: • Financial Resources: If your advocacy work is on a large scale - do you have funds available for your advocacy work? If so, do you have a budget and is it realistic? Money is not always needed to advocate…but it helps!

We recommend that you examine each of the elements listed above thus enabling you to identify any gaps that might need filling before you can begin a particular action.

• Human Capacity: Do you have the people to carry out advocacy activities. Who is the right person/s? Can you access advocacy training?

Do you have volunteers who can help? Do you have an active management committee – how can they help?

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Identify Your Intended Audience, Allies and Partners

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At this point of the advocacy cycle you will need to consider who it is you are trying to influence. It is likely that your target audience will be those people who can bring about change (MP’s, MLA’s, Policy Advisors, Political Party Representatives, Assembly Committees etc). Additionally others might be people with influence, particular groups in society, the media or indeed the general public. It is important that you understand the local or national political context and policy process and the information within section…. will help you with this.

Once you have drawn up a potential list of targets, we suggest that you try to find out a little about what issues they are interested in and what might motivate them to support your advocacy issue. Try to find out who has an interest in children and young peoples issues or those who have supported play topics in the past. We would encourage you to approach those who can help you at a political level or those who can influence others on your behalf. Remember the more you know about your target, the more chance you have of encouraging them to support your advocacy work.

It is also important at this stage to identify who your allies or partners might be when advocating for play.

Depending on your issue there are a vast range of potential allies or partners who could contribute to your advocacy work. This could include:

• Children and Young People

If you want to walk fast, walk alone If you want to walk far, walk together (West African proverb)

• Your local Community • Parents & Local Councillors / MLA’s • Media • PlayBoard • Like Minded Organisations When you consider play in its widest context there are a number of potential allies that you may not have considered as an advocate for play!

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Have a look at the diagram below and consider if any of those identified might be able to help you.

Childcare Partnerships & Policy Makers / Resource Providers

Landscape Architects and Designers

Government Departments

Planners and Developers

Local Councils/ Parks & Leisure

Constituency Representatives

Advocates For Play

P.S.N.I

Public Health Agencies

Housing Children’s Disability Agencies

Think about who you already have existing relationships or contact with, for example, a local councillor, a civil servant or a local Minister. Think about how you can use these relationships to support your advocacy initiative.

2 Identify your allies and partners

Write the names of people or organisations with which you already have contacts. If you are part of a larger organisation think about their contacts too. Then list others who are working in a similar area to you – could they help you? Could you persuade your current allies to join your advocacy initiative? Which potential new allies are most likely to partner with you? As well as your usual supporters, think about some of the unusual allies like those above - they may be able to help you. Find opportunities to talk to other groups, associations, and organisations that you want to bring on board.

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Develop Your Action Plan

Remember: The

recipe for effe

Now that you have identified your concern, gathered your evidence and assessed what resources you have available your next step is to develop your plan of action. Like most areas of work, good planning is essential for effective advocacy activity. We therefore recommend that you develop an action plan for your advocacy activity and in doing so consider the following:

experience has

effective when

re is no universa

ctive advocacy,

shown that it is

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but most

planned systemat ically.

Planning will he lp you to: Clarif y your goals, clarify th e steps that will take you to your goal s and increase yo ur chances of succ ess.

• Timeframe: What is your time frame – when do you want advocacy activity to happen? You should take account of certain external dates/ events which your activities might need to tie in with, such as National Playday, elections, Party conferences or policy consultation dates. Good advocacy is about getting your message heard by the right people at the right meeting or at the right time.

• The Issue: What it is you want to achieve – go back to your message and in broad terms define where you are now, where you want to go and how you believe you can get there.

• The Objectives: This is your general goal – what is it that you want to achieve through your advocacy activity? These are medium-term planned periods of activity aimed at influencing and changing the policy environment and public opinion around your particular issue.

• Measures of Success: Measure your successes (or failures) - this involves monitoring progress and evaluating your impact so you can change your strategy or activities as necessary, and learn for the future.

• Specific Objectives: This is where you indicate short-term specific activities. What is it that you’re going to do, to help reach your goal and help solve your issue? See section … for ideas on advocacy activity. Your objectives should also consider the participation of others i.e. children, parents, community etc. and should outline how you will prepare and include them in your advocacy work.

• Your Intended Audience: Who is it you are trying to reach? Indicate who it is you want to target specifically against various advocacy activity.

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Advocacy T LKIT

Making Friends & Influencing People

Monitor and Evaluate

Advocacy work can take time and effort; just how much depends on the identified need and your ability and commitment to taking action. One way of making sure that your time and effort doesn’t go to waste is to measure what impact your advocacy activity has had. To know this effectively you will need some evidence.

Some of this evidence might be quantitative – like the number of meetings you’ve had with government officials or MLA’s. Other evidence might be more informal like the number of discussions you’ve had with allies or partners at events such as PlayBoard cluster meetings or training.

Your evidence should be linked back to the planning and objectives that you set at the start of your advocacy cycle (If you used the SMART objectives model used on page … this will enhance your ability to measure your success). For example - did your Play Coordinator meet with a local councillor, if so, what where the outcomes’ of the meeting? Did the councillor do what they said they would?

Try to record evidence as soon as possible after an event or action – this will make evaluating much easier in the long run! Chat things through with others – what worked well, what didn’t and what might you change in future advocacy activity?

The most important aspect of evaluation is that you learn from it and that you use it to direct any future advocacy work that you do.

Meeting with local MLA. What worked well?

We made all the points we wanted to make & she’s going to raise our issue at the next committee meeting.

Remember: advocating for change takes time, allow for time to elapse before you try to evaluate your impact.

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Advocacy T LKIT

Making Friends & Influencing People

Methods of Advocacy There are a variety of effective methods of advocacy. Within this section we will explore some of the methods you might choose to deliver your advocacy message. This is not an exhaustive list and those that you choose to use will depend on who you are attempting to influence. You may use a number of the methods given at any one time and using a variety of the methods given will ensure that you are raising awareness of your advocacy issue.

Your goal now is to bring your issue to the attention of decision makers and those with influence. Earlier you identified your advocacy message – you need to now decide how you want to deliver that message.

There are many different advocacy methods which you can use, depending on who you are attempting to influence. Lobbying and campaigning are probably the most well known methods however, there are also other methods such as using the media, writing letters, meeting representatives, hosting an event, etc.

REMEMBER: • Communicate well and persistently - change takes time!

• Be realistic and choose the advocacy methods that are consistent with the time and resources that you have.

• Try to ensure that any communication is a two way process.

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23

y?

You create your opportunities by asking for them.

Patty Hansen, Prevention Magazine, 11-05

Advocacy T LKIT

Methods of Advocacy

Jumping Throu

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3

3

Methods of Advocacy

1. Introduction

lay

3

Letter Writing xx Meetings xx Public Meetings xx Events xx Campaigns xx Media xx

Press Releases xx Social Media xx Alliances and Partnerships xx Briefing Papers xx Manifesto xx

Advocacy T LKIT

Making Friends & Influencing People

Letter Writing Writing a letter to an MP, MLA, Councillor, Department or Committee Representative is a great way to get your message across. As a play advocate your voice matters and the more people that hear your message, the more likely that you will be listened too and understood.

Template style letters which have been drafted for a number of recipients will likely not have the same impact as a personal letter, written from a local perspective.

Letter Style: • Personalise it – use the recipients name/title • Localise the issues • If possible give personal experiences to back up your issue • Keep it brief if and to the point • Use your own words • Begin with the appropriate heading and address • Be specific: emphasise two or three key points and keep to the issue Contents: • Your objective should be stated from the onset – remember the two line banner headline you used on page 12 • Follow this with a brief introduction outlining your concerns • Describe your interest in the issue • Request a commitment or specific action and give your rationale • Acknowledge any help that the recipient has given you in the past • Request a response from your letter Tips: • Keep a copy of the letter you send. This way you can refer back to it when you get a response • If you belong to a membership support body keep them informed of your advocacy efforts and share your letter with those who might be advocating on similar issues • Follow up. Write back thanking your recipient for any action they take.

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E-Mail: If sendin g an email follow the guidel ines above and be sure to in clude your full name and ad dress in the body of the mes sage. A word of caution – em ails don’t always get the sa me attention as a letter.

Advocacy T LKIT

Making Friends & Influencing People

We have included here an example of suggested contents if writing a letter for support for funding for school aged childcare provision.

SAMPLE LETTER CONTENT: Layout Contact details: Include your name and contact details in the top right-hand corner of the page Include recipients name and contact details on the left-hand corner of the page

Remember – tailor your issue within your letter to suit different audiences

Form of address: Dear Minister (Name) Dear Mr/Mrs/Ms/Dr (surname) Reference what the letter is about: State what the issue is – Funding crisis for your project/school age childcare sector State what you want done about it – interim funding/ long term funding/ childcare strategy Body: • You offer quality, accessible, affordable out of school hours childcare / state how many years have you have been in operation/ funding history • Geography/ location/ area demographics/ are you in a TSN area?

• Number of children (in total) you cater for / do you have a waiting list?

• Number of parents/families using the service – include numbers accessing training and employment – state that without your service these parents would have to reconsider their employment status • Number of staff - who would lose jobs if the project closed • Are you a cross community project?

• Do you cater for children from an Ethnic Minority background - include numbers • Do you cater for children with additional support needs – include examples • Do you have Social Services Referrals – include numbers • What services do you offer (opening hours, school closure cover, pick ups etc) • State that you are a registered charity / and are a non profit making organisation • Costs – include details on your fee structure/ numbers accessing WFTC/ childcare vouchers etc • State the benefits of play provided by your project for the children • Other services in area - are there any? Prove the need for YOUR project Conclusion: Reiterate your view expressed in the introduction Pick one strong example from your letter to back up your point (namely parental employment) Recognise the political will / work to date/ current child poverty focus and play and leisure Ask for the politician to respond to your letter Conclude with a salutation, e.g. regards, yours sincerely

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Making Friends & Influencing People

Meetings Pre-meeting:

The opportunity to meet with those who can help you achieve your goal often arises from them having been made aware of your issue. A large part of successful advocacy depends on the relationships that advocates develop with decision makers.

• Send a letter of invitation detailing your advocacy goal (your two sentence message, see page…..) and request for a meeting and then follow up with a phone call OR • Telephone the representative directly and ask for a meeting (as above). Have your two sentence message ready to explain why you are requesting a meeting. This will often determine whether you get a meeting or not

Face to face meetings are a platform for you to clearly convey your message and express your passion for your particular issue. Depending on who you are meeting, potentially this may be your only chance to communicate your identified need. So, use this method of advocacy to your advantage.

Preparation: • Be focused; develop a list of key points that you want to discuss and indicate how the representative can help you • Gather materials that can be taken away by the representative to read later. A one page brief with concise background on the issue, your concerns and your proposed solutions would be a good idea. If identifying solutions – present them clearly – but also be prepared for further discussion or rebuttal

If you can, ask your representative to come and meet with you in your area or setting as its good for them to experience your service in operation or see first hand what your issue is. Fridays are a good day to meet Assembly members, as they set aside Fridays for constituency business.

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Advocacy T LKIT

Making Friends & Influencing People

After the meeting:

• Offer to send information materials ahead of the meeting • If you are meeting with a Political representative they may also have their own agenda. Be prepared to listen!

• Follow Up. Write a letter thanking the representative for meeting with you and reiterate what you understand to be the agreed actions • After a reasonable timeframe it is okay to go back and ask for an update – did they do what they said they would? If not why not?

During the Meeting: • Present your case clearly and consistently.

Remember your message!

• Focus on one or two issues • Be confident and polite – your job is to ensure that the representative understands your issue (you want them on your side!)

• Be flexible and listen to any suggestions put forward. Show that you are willing to work in partnership • If your representative agrees or supports your issue – get it in writing.

• Agree a timeframe for follow up activity and action • Thank the representative for their time and interest in meeting with you (even if nothing has been achieved)

Remember: • When you achieve your goals through advocacy activities remember to thank the people who helped you along the way!

• Keep them updated on your progress and acknowledge their part in helping you achieve your goals.

• Keep in touch with those who helped you – you might need them with future advocacy activity!

For example if you met with a local councillor and they helped you in campaigning for a community playspace – invite them to come (and possibly speak) when launching and celebrating that playspace.

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Public Meetings

Events

A public meeting can help gain support for your cause by bringing in other people from your community including parents, councillors and those with influence. Used as a forum for interaction and discussion, public meetings can become a very effective advocacy method. They can also catch the attention of decision makers and sometimes the media. Make sure you promote your public meeting well in advance and if possible invite key speakers to speak at the event. Be prepared to chair the meeting and delegate someone to take minutes of the meeting as a record of what was discussed and agreed. Finally remember to thank those who attend.

Events are a great way of getting attention and getting people involved in supporting your cause.

When advocating for play it’s a great idea to hold an event in a play setting. Help the decision makers identify with your issue by inviting them to a local play club or park. Seeing is believing and what better a way to highlight your issue! Get children, young people, parents and your community involved too and provide the opportunity for informal discussion and chat.

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Advocacy T LKIT

Making Friends & Influencing People

Campaigns If you have a larger advocacy issue, you may consider running a campaign however this will depend on the resources that you have available. Campaigning is another form of advocacy that aims to create ‘change’ for a particular issue.

When planning a campaign you will need to consider what resources you have available to you – do you have a budget for it, who is available to help you, and what time you can dedicate to organising a campaign.

Campaigning gives you the opportunity to use the pressure of public opinion to persuade those who take decisions to listen, and take action. If decision-makers and policy-makers can see that your advocacy issue has the support of a large number of people this can sometimes persuade them to change their decisions or policies.

You could use the test below to see if any campaign you embark on will be effective.

The Campaign Tea Test To run an effective campaign it needs to pass the TEA22 test:

Touch Enthuse Act An effective campaign needs to Touch people. It needs to make a connection with its target, strike a chord and prompt a response.

Your campaign also needs to Enthuse them. An effective campaign convinces its target audience that there is a solution to the problem you have identified that could remedy the problem that has touched them.

However, touching and enthusing are no good for the campaign if you cannot move onto the third part of the TEA test. You need to touch and enthuse to ensure that the recipient of the campaign’s message decides to Act.

22

Jonathan Ellis – Campaigning for Success – how to cope if you achieve your campaign goal, National Council for Voluntary Organisations, UK, 2007).

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Media Working with the media can be an important part of any advocacy activity. There’s no better a way of getting your message heard by a range of audiences.

However, for some, the notion of working with the media can be a very daunting undertaking!

from parents or guardians. In terms of good practise it is also wise to seek permission from any adults whose images you are using.

• In advance of any publication - let people who are involved in your article know.

Within this section we have gathered some information to help guide you in your task. The media love stories about children so by all means use that to your advantage, but they also love hard-hitting headlines! Very often they have their own agenda and as such, we offer a word of caution here – ensure that your story is not sensationalised, presented out of context or given in a negative light. Always make sure you get to see the final edit if ‘your story’ is being used as a newspaper article.

What to do if the media contacts you for a story: The media may, from time to time, contact you to help them run a story. Maybe a local issue that impacts on play has arisen and they contact you for information or comment. If you are contacted consider the following:

a

You may find yourself engaging with the media in a number of ways – writing to editors of newspapers, writing press releases, speaking to a journalist, speaking on the radio or indeed speaking on television.

a

• If contacted by a newspaper – check out which paper it is (is it reputable) and write down the name of the publication and the name of the journalist writing the article.

• If the radio or television contacts you: find out what they require from you and the programme they are seeking footage for. Find out where the interview will take place and when. Ask what angle the interviewer will use and if anyone else is being interviewed. You can ask what types of questions you may be asked in advance – this will help you prepare your thoughts ahead of the interview.

• Keep in mind your key message! Do not go off track.

• If you do not know the answer to something, say so, and offer to come back with the answer.

• As before, if any permission is needed for photographs obtain it in advance.

• Remember – this is a great opportunity to share your message!

Guidance on how to approach the media: • You might like to approach the newspapers to raise your issue (or message). Local newspapers will often pick up on local community interest stories. Offer them a photo opportunity and you’ll usually find a photographer and journalist coming along to meet you or to an event.

• TV and radio often pick up stories from the local media and they will often offer you the opportunity to give a more in-depth coverage of your issue/ message.

• The best way to approach a journalist is to send them a to-the-point email and follow up with a phone call. Show them you are trying to help them by providing an interesting story. Use relevant websites “contacts section” to locate the right person to target.

• If using children’s images (i.e. photographs in newspapers) ensure you have written permission

z

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Get to know your local journalists – they can be great allies!

Advocacy T LKIT

Making Friends & Influencing People

Press Releases If you have a newsworthy story or are holding an event a great platform for getting your message heard is through developing and sharing a press release with the media. Therefore, what you will need to do is provide information concerning your newsworthy topic, issue or event. Your press release should be short and should be aimed at catching the attention of news editor. You could include your key message in the headline. Press releases can be sent through to newspapers by email, mail or fax.

If emailing a Press Release to a journalist make sure you use a

catchy title

in the subject bar. You need to grab the editor’s attention!

Writing a Press Release • Begin with an eye-catching headline! Keep it short and to the point (four of five words) • Place the most important points at the beginning – followed by the detail • Write the press release as it would be read – in present tense • Use quotations throughout if possible, remember - personalise your issue • Try to ‘fit’ your issue into any big stories that the media are running and if possible forward plan issuing press releases around bigger events (for example you could raise a local play issue on National Playday or a children’s issue on National Children’s Day) • State that you or someone from your organisation is available for interview.

Suggested Format for a Press Release: • Limit the content of your press release to one page (journalists will come back to you for more detail, if they have space to fill) • Write from a non-involved perspective (e.g. don’t say we disagree with…instead use the name of your organisation) • Include your contact information and details of at least two people who can answer questions about the release.

• Type # # # or END below the last line to indicate that the press release has concluded • Include any further information points below the last line • Indicate whether or not you have photographs available (*remember do you have permission to use them).

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Making Friends & Influencing People

Example Press Release

PRESS RELEASE Issued: (date) For Immediate Release OR Embargoed Until: (date)

TITLE (make it brief and attention-grabbing) The first sentence should be a summary of the story. Get your key points across to catch the journalist’s attention or they may not read further. Answer all the important questions like who, what, where, when, why & how. Write as if you are speaking to the publications readers – check out your target publication for an appropriate style.

Expand on the details in the second paragraph. Remember the journalist will want to know what is unique or new about your story and why it will appeal to their readers. Then, back up your claims with facts and statistics in the following paragraphs.

Go on to illustrate your story with quotes, “A quote, written in italics, from a key person, helps bring a story to life”. As well as quotes, you could use bullet points to highlight points about your story. Fit your issue to a bigger news story, if you can.

Finish off with details such as dates, times, how to contact you– keep this brief. ##Ends##

Notes to editors 1. Tell the editor who to contact for more info - include mobile, landline and email if possible 2. Include short background information on your organisation 3. Include your name, fax number, email and website.

4. Include opening hours, prices, venues, dates as appropriate to your story.

5. You should also state whether you have photos available.

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Advocacy T LKIT

Making Friends & Influencing People

Social Media The online world is fastly becoming a useful tool for spreading your advocacy message and news. Sites such as Facebook, Twitter and YouTube give you an opportunity to reach people of all ages quickly and cheaply. If you have a website use it as a forum for spreading news and promoting your advocacy issue.

Alliances & Partnerships Successful advocates often join with other organisations and individuals to support their cause. The more people you have supporting your advocacy issue, the more powerful it can be. Not only can it make your advocacy ‘voice’ louder, but it also means you can share resources, skills, capacity, experience and the expertise of many different individuals and groups. You may therefore wish to consider joining alliances or partnerships to help with your advocacy issue. Think about other partnerships or organisations that are concerned with the same issues as you – can they help you advocate on your issue? It might benefit you to speak to them and find out how you can help each other. Look back to the earlier section when you identified your allies and partners – can you approach them to help you?

There are many strategic alliances and partnerships working across Northern Ireland to promote and highlight children’s issues. Some would include; Childcare Partnerships and District Partnerships, Children’s Services Planning Fora, Child Poverty Alliance, and the Early Years Strategic Alliance. Working in partnership with other organisations can show policy-makers that you have wide support for your advocacy issue.

Joining an Alliance of Partnership can: • • • • • •

Keep you up-to-date on relevant play policy issues Provide access to varied and multiple resources/skills Share limited resources for a common goal Provide a ready made audience for your ideas Provide support for your advocacy issues Expand your base of support - – there is power in numbers!

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"Never doubt that a small group of thoughtful committed citizens can change the world; indeed, it's the only thing that ever has."

Margaret Mead

Advocacy T LKIT

Making Friends & Influencing People

Briefing Papers Briefing Papers are useful tools to communicate your advocacy message. They are usually brief and summarise the issue or topic as you see it, the background information, and the solutions that you propose. They are a good resource to bring to a meeting or to give to anyone who has an interest in your issue.

What’s included in a briefing paper: • • • • • • •

Your key message The issue as you see it Background on the issue – set the context The evidence – facts and figures The rationale for your solution Your recommendations Contact Information

facts and

figures

Manifesto Manifestos are often used by larger organisations, groups or Parties to set out their principles and goals. Typically, a manifesto is designed to be widely distributed to the public, and it serves as an official declaration. Often, a manifesto is political in nature. In many instances, a manifesto is designed to stimulate public dialog.

Generally, a manifesto intended for a large audience is written in clear, plain language so that everyone can understand it. The document can be long or short, and many organizations create a shorter manifesto for large distribution to pique the interest of the public. A shorter manifesto might appear in the form of a flier or poster which can be easily duplicated and distributed, and it will include information about where to obtain the longer manifesto.

Please feel free to use PlayBoard’s Play Manifesto when you are advocating for play.

It can be downloaded at www.playboard.co.uk

A Play Manifes

to

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with Gre Ireland into line at Brit ain and suppor ting the of pos itive play developmen t across experie local com nces munitie s.

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The lack of childcare quality, affordab le in Northern severely Ireland impedes the ability parents to engage of actively the workfor within supportin ce. The issue of g particula school age childcare r has in of increasin become a subj ect g debate and conc ern.

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on all Politica Parties l to ens ure tha a robust t and inte Childca grated re Stra tegy for childre n 0-14 is dev for Nor eloped thern Ireland champi , oned by Depart a lead ment and und by ade erpinne quate resour d ces.

“As an Execut ive, we of who m fac are det ermine to hav e overwhelm d that e fun. ing cha The llenges all our chi ldren , are allo Junior Min re’s a no mor and you e infecti wed to ister Rob ng peo ous enjoy in Newton, PlayBoard, sound than a their childhple, some ood and child’s Time for laught Play Con er.” fere

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yBoard of innova provide a broad tive ser vices, all range which are of designe service d to stren de gthen support, livery through advice, tra provision ining and tailor . ed play Since ou r PlayBoa establishment in rd 19 lobbied, has campaigned 85, raised aw , develop areness ed an at puttin partnerships aim d g of policy play on the ag ed enda makers and res providers ource .

Why P lay?

tical ties to recogn the imp ise ortance contrib of the ution of the childre n and young workfo people’ rce in s Northe Ireland rn . We rec ommend adoptio n of the the for Play UK work Edu Strategy Trainin cation g and Qualific and its ations associa Implem ted entatio n Plan 4 .

“Every child mus irrespe t be affo ctive rded the of the start ir circ opportu in life umstan . Prio nity to needs ces. Eac play saf are key ritising the h and ely and rights every enjoy are sinc issues that of chil child des their chil dren and the Exe ere abo erves cutive dhood ut mak young the bes is wor ing pos people t possibl king to itiv and Junior Min e changes for chiladdress. I andaddressing the e ir ister Ger my coll dren and eagues ry Kelly, young 2007 people, ”

nce 2009

The wo rk is firmly of PlayBoard foc framewo used within a rk and interd of ‘equity, div ers consisten ependence’ an ity d is t rights, soc with the ethos of inclusion ial justice and social .

34

1. Lead Departm ent 2. for Pla Play an y d The issu Leisure es impacting Policy lives of child on the and Impleme ren and youn people (pov g ntation exclusion, erty, social Pla n educatio

esto

Play is an aspect of integral and fun damenta childhoo play in contributi d. The importa l PlayBoa nce of ng to the and we rd call ll-b on all ou Parties general through eing of children health to r childhoo , recognis pledge supp Political d and be extending universa ort and e the cro lly ackno yond is benefit ss-cutti wledged Sroufe, s of pla 19 y and its ng (Piajet, to posit 1967: an essen 95, McArdle 20 ive poten ly impact 01). 1 Pla tial driver social po across tial y is children an lic d y ba agenda and you rometer following through ng peop physical of activitie le’s social, , intelle the s: ctual, cre emotion ative, al 1 The establish Play is the learning and de ment velopme Departm and you natural vehicle nt. ent with of a lead ng peop tha t res ove chi ponsibili le use to ldren make sen ty for Pla rall explore se of the y; and world aro 2 Endo rseme und the 2 Access m. full imple nt and support to mentatio for the experien play opportunit Play and n of the ies and ces Leisure Executive psycholog promotes go Policy an Impleme s od physi ical and d ntation cal, as childr em oti Pla onal he en n; 3 The alth, to try ou and young pe est ab op t lishment le are ab Strategic emotion a range of exp of a le erien s through Fund for Play; their pla ces and 4 Ensur y. ing that The cas a robust e for chi integrat and ldren an people’s ed d young play as for childr Childcare Strate an policy is, en gy first and aspect for public and imple 0-14 is devel oped an estab foremost mented lish Northern , that it within under the ed human rig is Ire land; ht, recog 5 Recog nised the Rights United Nations Conve nition an of the Ch d suppo PlayWork ild (1989 3 ntion on rt for the ) Workforc adoptio e through n of the the No Impleme ntation rthern Ireland Plan for Training, Quality States Par Quality UN Play 20 tie 06-2011 4 in play an s recognize the CRC Artic . le d recrea tional act right of the chi 31 ld to res ivities ap participa t and leis propriate States Par te freely ure, to to the ties sha in cultur engage ll respect in cultur al life an age of the chi al and and ld and to d the art s. equal op artistic life an promote the rig d ht of the portunit ies for cul shall encourage chi the provis ld to participa tural, art te fully istic, rec ion of ap reationa l and leis propriate and ure activ ity.

Advocacy T LKIT

Making Friends & Influencing People

Influencing Policy Policy-making in Northern Ireland is the process by which the government translates their political vision into programmes and actions that are aimed at delivering outcomes. Policies can come from a range of sources: Ministers, Party Manifestos, Assembly Committees, international commitments of the UK Government, EU Directives, research evidence, public opinion and lobbying from the voluntary and community sector. Often, the pressure for change will come from several of these sources at once, and it therefore vitally important for you to consider the political and policy context when considering advocacy activity.

Within Northern Ireland structures there are many opportunities where you can talk and engage with relevant policymakers and these will include some of the advocacy methods discussed earlier.

Ideas on how to engage with Policy Makers: • One-to-one meetings with local politicians, officials, and policy-makers • Letters, phone calls or petitions to targeted officials • Through sending materials to local officials, policy-makers and politicians about your issues (your message) • Holding events or public meetings where local leaders, officials or policy-makers are invited to participate.

• Use political processes that allow for questioning of those in power – question and answer sessions, assembly hearings, assembly committees or groups with a responsibility in the area you are campaigning on etc.

• Submit evidence on issues that will affect the relevant legislation.

There is no single approach to policy making. The range of factors and the external environment within which policy makers operate can vary considerably. The policy maker may be addressing a regional, local or even international issue. There may also be considerable variation in the resource consequences of the policy and the number of groups or individuals which the policy may impact upon.

However the context for policy-making in Northern Ireland has changed considerably over recent years and in particular, there is more opportunity - and a desire by Ministers - to design policies specifically to meet the needs of the Northern Ireland population.

More information on Northern Ireland specifics can be found later in the toolkit.

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How Policy is developed in Northern Ireland?

• • • • • • • • •

From European Union England & Wales – House of Commons and House of Lords/assemblies in Scotland & Wales From policy experts & academics Reviews of legislation Budget & priorities – spending priorities each year Party policy/manifestos Decisions of ministers Public opinion Lobbying

“Major policy change is effected by; gathering evidence of the need for change; communicating the evidence along with a strategy for policy change arrived at through a consensus among key stakeholders; and reaching a tipping-point where change becomes necessary” Politician (Taken from Policy Advocacy in Northern Ireland: Colin Knox, Page 83)

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Programme for Government

Consultations The formation of Government policy often involves a cycle of consultation with key stakeholders and the wider public. Consultation enables an assessment to be made of the views of those who are affected by policy decisions or changes to services. It can also help policy makers to become aware of issues and problems, which policies may pose for various groups.

It is imperative therefore that those people on the ground respond to consultations that have an impact on them.

The Programme for Government is the Executives contract with the people of Northern Ireland. It sets out the Executive's strategic aims and priorities for 3 or 4 years ahead and explains how the Executive will work with the Assembly and others to achieve these aims. The Programme for Government is reviewed and rolled forward every year in line with the requirement in the Agreement.

Aligned closely with the budget the Programmes priorities drive the Executives decisions on the allocation of financial resources.

Responding to government consultations can often be a time consuming and daunting task but offers you a huge opportunity to communicate your knowledge and expertise on a particular issue.

PlayBoard, as an advocate for play, responds to many government consultations that have an impact on play. Additionally we strive to assist our members respond to consultation documents.

We provide consultation responses on our website (www.playboard.co.uk) and often provide consultation response templates or host member meetings for relevant policy consultations. We urge you, as a play advocate, to avail of these resources so that you can reflect the play needs and aspirations of the group or community that you service.

Public Service agreements (PSA’s) are included in the Programme for Government and these set the key outcomes and targets for each of the departments. Jointly the Programme for Government and the PSA’s set the context for policy-making within Northern Ireland Government.

A key starting point therefore in the development of a new policy, or the review of an existing policy, is the extent to which the issue and the associated policy is consistent with the overall direction of the Programme for Government.

Opportunity is missed by most people because it is dressed in overalls and looks like work.

Thomas A. Edison (1847 - 1931) 37

Advocacy T LKIT

Making Friends & Influencing People

Elections

Purdah / PEP (Pre-election period)

The months and weeks leading up to an election can be a time of great opportunity for campaigners and advocates. Local political representatives will be looking for platforms to make public statements about their parties manifesto and commitment to issues of importance to the electorate. MP’s, Ministers and those running for election will be very responsive to the requests of their constituents and this is a great time to get children’s issues heard.

Purdah or PEP is the period of time from the announcement of an election and the announcement of the election results. Purdah / PEP lasts for approximately six weeks and the assembly government is not allowed to make any influential or controversial announcements or decisions during this time. As a result civil servants will often be limited in the work they can do with you during election periods. Therefore it is important to plan any advocacy activity or events before or after this six week period.

Party Manifestos All political parties in Northern Ireland use manifestos to communicate their policy direction to the electorate. Statements made within them therefore, should be the key to driving policymaking for the next government. Most of the larger Political Parties have policy officers or advisors who research and develop party manifestos. Party Manifestos can generally be downloaded from party websites.

Charity Law If you are a larger organisation with charitable status you may be subject to charity law governing conduct during elections. The guiding principle of charity law in terms of campaigning, political activity and elections is that charities should be, and be seen to be, independent from party politics. More information on charity law can be found at www. charitycommissionni.org.uk

New Ministers After an election ministerial and departmental responsibilities are decided upon. In your advocacy role this is a good time to start building relationships with new ministers. Write letters of support or congratulations to new Ministers taking up post introduce yourself and give them some details of your advocacy work.

l

A TWO WAY PROCESS

What can you bring to the table Policy Expertise and service delivery Links with constituents Media coverage Photo Opportunities Votes

What MLA’s can offer you Parliamentary Questions Private members Bill Committee Enquiries Ministerial meetings Sponsor an event

RELATIONSHIPS

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Flying the Flag for Play

5

5

Northern Ireland Specifics

Northern Ireland Specifics

1. Introduction

5

Political Parties xx The Northern Ireland xx Assembly xx Raising Questions xx

Hansard xx Government Departments xx

Advocacy T LKIT

Making Friends & Influencing People

Political Parties

When advocating for play we recommend th at you do not align yourse lf with a particular polit ical party, no matter what your own political beliefs or persuasion.

All parties will ha ve an interest in child ren’s issues!

Northern Ireland has seven main political parties and a number of independents. Each party will have their own vision, beliefs and agendas. It is important that you get to know who the political parties are and what policy issues they are interested in. You will find detailed information on party websites which we have provided information on below.

Democratic Unionist Party (DUP): Headquarters, 91 Dundela Avenue, Belfast, BT4 3BU Tel: 028 9047 1155 Email: info@dup.org.uk Website: www.dup.org.uk

Alliance Party: Headquarters, 88 University Street, Belfast, BT7 1HE Tel: 028 9032 4274 Email: alliance@allianceparty.org Website: www.allianceparty.org

Sinn Fein: Head Quarters, 53 Falls Road Belfast, BT12 4PD Tel: 028 9034 7350 Email: sfadmin@eircom.net Website: www.sinnfein.ie

Progressive Unionist Party (PUP): Headquarters, 299 Newtownards Road, Belfast BT4 1AG Tel: 028 9022 5040 Email: pupmovingforward@gmail.com Website: www.progressiveunionistparty.org

Ulster Unionist Party (UUP): Headquarters, First Floor, 174 Albertbridge Road, Belfast BT5 4GS Tel: 028 9046 3200 Email: uup@uup.org Website: www.uup.org

Green Party: Green Headquarters, First Floor 76 Abbey Street, Bangor, BT20 4JB. Tel: Email: info@greenpartyni.org Website: www.greenpartyni.org

Social Democratic and Liberal Party (SDLP): Headquarters 121 Ormeau Road, Belfast BT7 1SH Tel: 028 9024 7700 Email: info@sdlp.ie Website: www.sdlp.ie

Let no man imagine that he has no influence. Whoever he may be, and wherever he may be placed, the man who thinks becomes a light and a power. Henry George (1839 - 1897) 39

Advocacy T LKIT

Making Friends & Influencing People

The Northern Ireland Assembly Plenary sessions

The Northern Ireland Assembly is the devolved legislature for Northern Ireland. It is responsible for making laws on transferred matters in Northern Ireland and for scrutinising the work of Ministers and Government Departments. The Assembly sits at Parliament Buildings, Stormont Estate, in Belfast.

A First Minister and Deputy First Minister are elected on a cross-community basis and a further 10 Ministers are appointed with responsibility for the Northern Ireland Departments. Members (MLAs) meet to debate issues; question Ministers; and make laws for the benefit of people throughout Northern Ireland. Each MLA represents his or her own constituency, and there are 6 MLAs for each constituency.

Plenary sessions are full meetings of the Assembly and are held in the Assembly Chamber. This is where MLA’s debate issues that concern the people of Northern Ireland, and pass laws.

Plenary sessions are usually held on Mondays and Tuesdays. They are broadcast live on the Assembly’s website (www.niassembly.gov.uk).

You can watch a plenary session from the Public Gallery that overlooks the Chamber. Seats in the Public Gallery are allocated on a first come, first served basis on the day of the sitting and tickets are available from 30 minutes prior to the start of the session. Visitors are welcome to visit the Public Gallery should report to the front reception area of Parliament Buildings.

Members of the Legislative Assembly (MLA’s)

Assembly Committees

Members of the Legislative Assembly (MLA’s) are elected by and represent the people of Northern Ireland. There are 108 MLAs, 6 from each of the 18 constituencies in Northern Ireland. Elections to the Assembly are held every four years. The MLAs’ role includes passing laws and examining the work of Ministers and their Government departments.

Assembly Committees are working groups of 11 MLAs. Each committee specialises in a particular area of work. They scrutinise proposed new laws, review the work of Ministers and their departments and examine issues relating to the work of the Assembly. Since 2007, Assembly committees have met with hundreds of people and considered many different issues that affect the people of Northern Ireland.

These include health issues, water charges, school transfer tests, energy prices, road safety and access to housing. The committees usually meet on Tuesdays, Wednesdays and Thursdays. You are welcome to attend a committee meeting to hear the MLAs’ discussion.

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Raising Questions

Questions for Priority Written Answer

A Member of the Assembly can ask questions of a Minister, or of the Assembly Commission, which is the corporate body of the Assembly. Questions provide an opportunity for Members to hold Ministers to account and to enquire into matters relating to the work of each Department and the Assembly Commission. You can ask a Minister to raise a question on a particular issue.

Not taken in plenary session, but the tabling Member receives an answer in writing from the Minister. Such questions should not request large amounts of historical or statistical information.

How Questions are Processed Questions for oral answer are normally taken at Question Time between 2.30 pm and 3.30 pm on Mondays and between 2.00 pm and 3.00 pm on Tuesdays. A rota is agreed by the Business Committee to allow each Minister and the Assembly Commission to be questioned on the following basis: • Office of the First and deputy First Minister (OFMDFM) – every 2 weeks; • Other Ministers – every 3 to 4 weeks; and • Assembly Commission – every 12 weeks.

There are four categories of questions: Questions for Oral Answer Tabled by a Member seeking an answer during a plenary session of the Assembly.

Questions for Urgent Oral Answer Allowed only if the Speaker judges that the subject is urgent and of public importance. If allowed they are taken in plenary session, normally after Question Time.

Questions for Written Answer

Urgent Oral Questions are normally taken immediately after Question Time.

Questions for written answer are normally replied to by the relevant Minister within ten working days after the question is published. A Member may, however, ask for a question to be treated as a priority, and an answer will normally be provided within 2-5 working days after publication.

Not taken in plenary session, but the tabling Member receives an answer in writing from the Minister. These allow for detailed information to be provided.

“We know that the decisions and legislation passed in the Assembly are best when they are informed by the views and experiences of the people we represent.” William Hay MLA

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Hansard Hansard provides a full report of what happens in the Assembly, which sits for approximately 70 days each year, and those meetings of its Committees that involve legislation or taking evidence. It lists the names of all the Members who speak, provides a report of what they say and records all the Assembly’s decisions.

The reports are published at 8:30am the day after each Assembly sitting. After approximately every 10 sittings, a bound volume containing reports of all those sittings is published - this is the definitive version of what happened in the Assembly and contains details of all the debates, relevant Committee meetings and answers to written questions.

You can view Hansard documents on the Assembly web site, www.niassembly.gov.uk

The Northern Ireland Assembly Website is a great source of information. All debates in plenary, discussions in committees and decisions in the Assembly on online for you to see. You’ll also find information on the business scheduled for the week ahead, further detail on the work of the Assembly and contact details for MLA’s.

How to make the Assembly work for you.

3 ask an MLA to consider a debate on an important constituency matter 3 ask an MLA to put a question to a Minister 3 respond to a consultation 3 hold an event in Parliament Buildings 3 invite MLAs or Ministers to an event in your local community 3 ask for quotes from your local MLA’s 3 attend an outreach event

The Community Outreach Team at the Assembly are really keen to link in with voluntary and community groups and can be contacted on 90 521785 or at outreach@ niassembly.gov.uk. Get yourself on their database of community contacts and you’ll be provided with regular information and tips on how to get involved with the Assembly.

This will help you in your play advocacy work.

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Government Departments There are a number of government departments in Northern Ireland. Each department is led by a Minister who is nominated by the political parties in the Northern Ireland Assembly. The number of Ministers which a party can nominate is determined by its share of seats in the Assembly.

Play is a cross cutting issue and therefore when advocating for play you may find yourself advocating your message to a number of Ministers within a selection of Departments. Here we have given you details of the various departments, their responsibilities and details on how to contact them.

You will notice within the lists of responsibilities highlighted sections – this is where we think you can make the links with play, childcare or playwork (depending on your advocacy issue).

Department for Finance and Personnel Contact details Rathgael House Balloo Road Bangor BT19 7PR

Responsible for: • Finance • Personnel • Civil Law Reform Division • Land Registers • General Registers Office & Building Regulations • Central Procurement • Land & Property Services Agency • Civil Service Accommodation • Legal Services • Official Statistics Northern Ireland • NI Statistics & Research Association

Tel: 028 9127 9279 www.dfpni.gov.uk

Department of Health, Social Services and Public Safety Responsible for: • Public health • Primary care services and community health & personal social services • Family practitioner services • Elderly and community care • Child care and child protection • Family policy • Mental health • Learning disability • Physical and sensory disability • Provision of hospital services and clinics • Accident and emergency services • Public safety • Ambulance and fire and rescue services 43

Contact details Castle Buildings Stormont Belfast BT4 3SJ Tel: 028 9052 0500 www.dhsspsni.gov.uk

Advocacy T LKIT

Making Friends & Influencing People

Department of Education Responsible for: • Schools funding and administrations • Pre-school, primary, post-primary and special education • The youth service • The promotion of community relations within and between schools • Teacher education and salaries and school planning and provision.

Contact details Rathgael House Balloo Road Bangor BT19 7PR Tel: 028 9127 9279 www.deni.gov.uk

Department of Agriculture and Rural Development Contact details Dundonald House, Upper Newtownards Road, Belfast BT4 3SB

Responsible for: • Food; farming and agri-environment policy • Agri-food development • Rural payments and inspection • Veterinary matters • Rural development • Forestry • Sea fisheries and rivers

Tel: 028 9052 0100 www.dardni.gov.uk

Department for Culture Arts and Leisure Responsible for: • Arts and creativity • Sport and leisure • Inland fisheries • Inland waterways • Public libraries and museums • Language diversity • Public Records Office of Northern Ireland • Advising on National Lottery distribution

Contact details Causeway Exchange 1-7 Bedford Street Belfast BT1 7FB Tel: 028 9025 8825 www.dcalni.gov.uk

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Department for Employment and Learning Contact details Adelaide House 39-49 Adelaide Street Belfast BT2 8FD

Responsible for: • Higher education • Further education • Vocational training • Employment services • Employment law and labour relations; • Student support and postgraduate awards • Careers advice and guidance.

Tel: 028 9025 7777 www.delni.gov.uk

Department for Regional Development Responsible for: • Strategic planning • Transportation strategy • Ports and public transport • Roads and water policy • Providing and maintaining roads • Water and sewerage services

Contact details Clarence Court 10-18 Adelaide Street Belfast BT2 8GB Tel: 028 9054 0540 www.drdni.gov.uk

Department of the Environment Responsible for: • Planning control • Environment and heritage • Protection of the countryside • Waste management • Pollution control • Wildlife protection • Local government • Local government reform • Mineral resources (planning aspects) • Driver and vehicle testing and licensing • Road safety • Transport licensing and enforcement

Contact details Clarence Court 10-18 Adelaide Street Belfast BT2 8GB Tel: 028 9054 0540 www.doeni.gov.uk

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Department of Enterprise, Trade and Investment Responsible for: • Economic development policy, including business development, energy, telecoms, tourism • Economic advice & research; research and statistics services • Business regulation, including company law/registry, insolvency service, consumer affairs, trading standards • Health and safety at work • Social economy • Mineral development • Geological survey of NI • Invest NI • NI Tourist Board • Health and Safety Executive for NI • The Consumer Council for NI

Contact details Netherleigh House Massey Avenue Belfast BT4 2JP Tel: 028 9052 9900 www.detini.gov.uk

Department for Social Development Responsible for: • Housing programmes • Urban regeneration policy, strategy and programmes • Social Security Agency • Child Support Agency • Support for the voluntary and community sector • Social and charities policy and legislation • Rent Assessment Officer • Office of the Social Fund Commissioner • Northern Ireland Housing Executive • Charities Advisory Committee • Disability Living Allowance Advisory Board for Northern Ireland

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Contact details Lighthouse Building 1 Cromac Place Gasworks Business Park Ormeau Road Belfast BT7 2JB Tel:028 9082 9028 www.dsdni.gov.uk

Advocacy T LKIT

Making Friends & Influencing People

Department of Justice Responsible for: • Providing resources and a legislative framework for its agencies and arms length bodies • Ensuring there is a fair and effective justice system • Increasing public confidence • Tackling avoidable delay within the criminal justice system • Building safer communities • Addressing the needs of victims and witnesses • Reducing re-offending and managing offenders • DOJ agencies, including the Northern Ireland Prison Service, Northern Ireland Courts and Tribunals Service, Compensation Agency, Forensic Science Agency and the Youth Justice Agency

Contact details Block B Castle Buildings Stormont Belfast Tel: 028 9076 3000 www.dojni.gov.uk

The Office of First Minister and Deputy First Minister Responsible for: • Support for the Executive & liaison with Assembly • North-South Ministerial Council • British-Irish Council • Civic Forum & UK Departments • International Relations • Programme for Government & Executive’s economic policies • Promoting and monitoring implementation of equality of opportunity/good relations • Tackling poverty and social exclusion • Children and young people (including play & leisure) • Victims and survivors • Sustainable Development • Maze/Long Kesh Regeneration • Review of Public Administration • Information Service • Emergency planning • Improving investment in infrastructure • The Statutory Publications Office

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Contact details Stormont Castle Stormont Estate Belfast BT4 3TT Tel: 028 9052 8400 www.ofnmfmni.gov.uk

Advocacy T LKIT

Making Friends & Influencing People

A final note…

When advocating for PLAY in its many guises you could, depending on your advocacy issue, find yourself targeting a number of the Northern Ireland Departments, Ministers and Committees.

Think about a few examples: • If you were advocating for a safe play area in a local community which departmental ministers would you target?

• If your issue was concerning funding for a rural out of school setting in a highly disadvantaged area who would you approach?

• If you are advocating for qualified play workers and workforce issues which department would you look to for support?

“Be the change you want to see in the world” Gandi

48

6

Conclusion

Conclusion

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6

It's more

e!

rik t S d o o an a G

6

Glossary & Resources

xx

Advocacy T LKIT

Making Friends & Influencing People

Resources

The best way of learning about advocacy is by doing!

UNCRC Charter for Pla y P&L IMP Plan Section 75 Playwork Ass umptions

We hope that this toolkit will provide you with some ideas for taking action to advocate for play.

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