Four strategies for best practices at scout centres

Four Strategies for

Best Practices at Scout Centres

Final report of the project “Best Practices and New Innovations at Scout Centres” executed by five European Scout Centres in 2015 and 2016. The project received funding through the European Union’s Erasmus+ project.

Index 1 2 3 4 5

Project Overview

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Project Outcomes

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Findings (strategies) . . . . . . . . . . . . . . . . . . . . . . 19 Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

The project received funding through the European Union’s Erasmus+ project.

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1

PROJECT OVERVIEW

The Aim: Best Practices in Inclusion, Safety, Non-formal Learning The aim for the project “Best Practices and New Innovations at Scout Centres“ was to identify and implement best practices at the partnering centre, focusing on three main categories: Safety, Inclusion and Non-formal Learning. Each participating centre would both contribute and learn a great deal from the project, allowing all participants to review their own operations with the help of peer reviews from other participants.

The ultimate target groups of the project were the guests of each of the participating centres – children and young people that come to enjoy a safe and enjoyable outdoor experience. They would benefit in the long run from the project by visiting more efficiently run, safer and more inclusive centres that have a clear focus on non-formal learning.

The more immediate and tangible result will be a guiding document to help Scout Centres who wish to improve their operations to create strategies to do so, based on the findings of colleagues from five established Scout Centres that each host thousands of guests each year.

By opening up the outdoors to growing numbers of young people, Scout Centres are affecting their lives in a positive way. By implementing these strategies for improvement, it is hoped that the Scout Centres will also in turn affect their national organisations, creating similar positive effects for its members.

Participants in the Project Five Scout Centres from across Europe participated in this project. These were; Ulfljotsvatn Outdoor and Scout Centre (Iceland), Larch Hill International Scout and Guide Centre (Ireland), Vässarö Scout Centre (Sweden), Houens Odde International Scout Centre (Denmark) and Ferny Crofts Scout Activity Centre (England).

The five Scout Centres vary in the ways in which they are funded, the types of activity they offer and the types of guest they are open to. Combined they have been serving Scouts and Guides for over 330 years. The following pages give a brief introduction to the five centres.

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Strategies for Best Practices at Scout Centres

Participating Center:

Larch Hill Ireland

www.larchhill.org larchhill@scouts.ie Owned by: Scouting Ireland Staff: 2 Permanent, 45+ Volunteers Capacity, camping: 2000+ Capacity, indoor: 80 all year, 120 April - September Manager: Conor McKeon

Short Description of Centre Larch Hill is one of five National Scout Centres of Scouting Ireland. It is situated on the edge of the Dublin / Wicklow Mountains in a mature estate located 11 kilometers from the centre of Dublin and at the beginning of the Wicklow Way. Our 35 hectares campsite includes a 26 bed lodge, a 54 bed hostel, a 40 bed tented village, 2 Adirondach shelters, 3 hectares of forestry, a high ropes course, climbing tower, large campfire arena and much more.

Larch Hill can also supply your group with camping equipment during the summer camping season for affordable rates. Water taps are found across all camping areas and there is plenty of fire wood available on site. The toilet and showers are located adjacent to main car park. We have two specially equipped toilets and shower rooms which are wheelchair accessible. The toilets and showers are maintained to the highest standards. Our All Weather Shelter is a 50ft by 40ft barn like building located near the main reception and car park area and allows you to run a wet weather programme on those not so sunny days.

Our Mission: is to provide a safe, friendly, and secure environment for young people to develop through the outdoors using the scout method.

Our Vision: is to be a centre of excellence for young people to experience scouting in the outdoors.

Scouting Environment Scouting Ireland has 50,000 members across the Island of Ireland with groups based in Republic of Ireland and Northern Ireland. Larch Hill Scout Centre provides a safe and secure environment for our 500 scout groups to fulfill their scouting pursuits. The Centre hosts patrols, troops, groups, counties teams, provincial teams and national teams. Events can range from overnight camping and week long troop camps to large national events. All of these occasions provide opportunities for our youth members to advance through our ONE Programme helping them develop and realize their full potential. Typical core scouting skills practised at Larch Hill include camping, pioneering, backwoods and hillwalking. These core scouting skills are coupled with opportunities for young people to experience social, intellectual, physical, emotional, spiritual and character development through activities/events and the Scout Method.

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Larch Hill

Scout Centre at a glance: Offers: • Indoor Accommodation • 50 Acres for Camping • On-Site Activities • Equipment Rental • Conference Centre • Catering • Centre Run Camps • Youth Groups Welcome • School Camps Welcome • Short distance to Dublin City, Airport and Port • Shower (Hot Water On -Demand) • Large Campfire Circle • Firewood Available • Large Wet Weather Shelter • Fridge/Freezer Facilities Guests include: • Scouts • Non – Scouts • International Groups • Youth Groups • School Groups • Corporate Groups Participants in Best Practice project: Conor McKeon, Colin Sheehan, Damien O. Sullivan, Ruairí Hamaltún

1 - Project Overview

Participating Center:

Houens Odde Denmark www.houensodde.dk houensodde@houensodde.dk Owned by: KFUM-spejderne in Denmark Staff: 10 full time permanent staff, 2 Danish Give-A-Year scouts, 4-8 international volunteers, 130 Danish volunteers Capacity, camping: 3000 guests Capacity, indoor: 200 guests Manager: Karsten Mulvad

Short Description of Centre Houens Odde Spejdercenter is one of the largest scout centres in Northern Europe and is situated on a beautiful wooded peninsula on the Kolding Inlet.

The Gilwell cottages, the Activity Centre, the Nature and Outdoor Centre Stensgaarden, the camp sites in the woods, the large grass field, the little cottage Roverknuden, the sea and the 2 deserted islands Kidholmene, all give our guests many possibilities for exciting experiences.

Houens Odde Spejdercenter is the main training and education centre of KFUM-spejderne in Denmark. The centre provides activities, food and lodging for guests on training, camps or conferences. The guests at the centre come from schools, kindergartens, and scout groups. Each year the centre has around 30.000 overnight guests on this account. We also provide activities, food, lodging and facilities for companies on training or conference. There are around 10.000 overnights guests on this account.

Houens Odde Spejdercenter is partly run by a staff of permanent employees and by a staff of Danish and foreign volunteers.

Scouting Environment Houens Odde Spejdercenter is owned by the scout organisation: KFUM-spejderne i Danmark. The scout organization has 25,000 members and is for both boys and girls from the age of 6 and up. Houens Odde Spejdercenter is daily run by a permanent staff of 8 persons, 2 Give-A-Year scouts, 4-8 international volunteers and about 130 Danish volunteers called the Houmen.

The Houmen consists of young scouts from 17 and up and they come from all scout organisations in Denmark. The Houmen are in charge of planning and organizing different scout events all year round, i.e. summer camps, Scout Scoop, sailing weekends, theme weekends, maintenance camps etc. The Houmen have their own board and they have an annual meeting every year, where they discuss the plans and development of the centre, and elect the board.

There is a close cooperation between the Houmen, the permanent staff of the centre, and KFUM-spejderne in Denmark. The vision of KFUM-spejderne I Danmark and Houens Odde Spejdercenter is the same: we want to educate children and young people through outdoor activities and learning by doing.

Houens Odde International Scout Centre is 100% by the Danish scout organisation: KFUM-spejderne in Denmark.

The income of the centre is divided in 4 groups: • Agriculture and forestry: 3 % • The events run by the Houmen: 10 % • Meeting hold by KFUM-spejderne in Denmark: 10% • Companies, schools, other youth organisations: 77% The deficit of Houens Odde is covered by KFUM-spejderne i Danmark The profits from external events are 100% supporting the scout events held at Houens Odde

Houens Odde

Scout Centre at a glance: Offers: • Indoor accommodation • Modern meeting facilities and equip.

• Indoor catering • Camping camp sites and shelters • On-site activities with instructors • Self-leaded on-site activities • Team-building activities • Sea-based activities • Summer camps in camp sites • Scout events all year round • School camps with/without catering • Company meetings with catering • Youth organization meetings Guests include: • Scout groups on national, regional and national level, from all NA's • International scout groups • School groups and kindgardens • Other youth groups • National companies • International companies • Private and public groups Participants in Best Practice project: Susanne Christoffersen, Tobias Simonsen

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Strategies for Best Practices at Scout Centres

Participating Center:

Vässarö Sweden

www.vassaro.se info@scoutkansliet.se Owned by: Scouts of Stockholm Staff: 3 (4,5) full time, 10-15 season employees during spring and autumn, 300-450 volunteers during summer.

Capacity, camping: 2000 guests Capacity, indoor: 220 guests Manager: Valdemar Eriksson, Sannah Bergström

Short Description of Centre Vässarö Scout Center is owned by the members of Stockholm District Scout and run by three full-time employees.

Vässarö is dependent on a voluntary network available around the organization, both by volunteers and the fact that Swedish companies want to support youth activities.

Vässarös greatest asset is its volunteers. Every summer, 200-300 volunteers, mostly Swedish but also scouts from all over the world, come to work on maintenance and program activities. The future and visions are discussed along with the volunteers, with the employed staff functioning as a support. Vässarö is working by the philosophy "learning by doing".

Most of the volunteers come to Vässarö after participating in Vässarös own confirmation camp which have been conducted since the 50's. The camp has about 100 participants each summer, many of which return year after year as volunteers. You start as a volunteer from the year you turn 17 and you are never to old. Older volunteers take care of the new and ensures that traditions and values are passed on, generation after generation. Even today we have an active volunteer who was a participant in the 50's.

Scouting Environment The Swedish Scout program "Why + How = What" is the basis for how volunteers are trained for their tasks in cooking, camp sites, infrastructure and program activities. Vässarös interpretation of the Scout program can be briefly described as follows: We want to do this! How do you do this? Present a plan, material list and drawings. Perform the task.

The process after that gets support from the employees. Afterwards the activity evaluates. Success = good. Not so much success = we do it again!

Vässarös business is in a constant development and improvement by volunteers who formed committees.

Together, the volunteers, they provide a complete experience for all visitors: Scouts from all over the world, school groups and other child and youth organizations. Procedures and safety are rarely found in scripture as the personal own idea and thought about the task is important. Here plays the older volunteers an even more important role - it is they who make sure that routines, senses and good thinking are passed on.

The economy around Vässarö comes mostly from funds and an active claimants. Revenues from visitors should really just cover the daily costs.

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Vässarö

Scout Centre at a glance: Offers: • Indoor accommodation • Camping • On-site activities • Sea-based activities • Off-site tour assistance • Equipment rental • Catering (ready meals) • Catering (ingredients) • Self-catering • Summer camps • School camps • Youth organisation visits • Company meetings Guests include: • Local scouts • International scouts • School groups • Other youth groups • Corporate groups • General public Participants in Best Practice project: Valdemar Eriksson, Sannah Bergström Carl Hamberg, Marika Persson, Dennis Stålarm Larsson, Stefan Lindberg

1 - Project Overview

Participating Center:

Ferny Crofts United Kingdom

www.fernycrofts.org.uk fernycrofts@fernycrofts.org.uk Owned by: Hampshire County Scout Council Staff: Permanent: 7, seasonal (summer): 12-15, volunteer: 8-10 (depending on time of year) Capacity, camping: 500 Capacity, indoor: 70 Manager: James Redfearn & Stephen Knaggs

Short Description of Centre Ferny Crofts is a 32 acre Scout Activity Centre in the heart of the New Forest National Park, in Southern England.

Ferny Crofts is a charity, owned and managed by the Hampshire County Scout Council, and is one of the UK’s 9 National Scout Activity Centres. The centre is open to all Scouts, schools, and youth groups, whether it be for an activity day or a full week of fully catered adventure.

Ferny Crofts exists to provide outdoor activity opportunities for Scouts and other young people, providing a safe and welcoming environment offering quality opportunities for learning through fun, adventure, development and achievement.

Apart from its stunning location, Ferny Crofts boasts a whole host of outdoor activities on site, spacious camping for over 500, on both wooded and field pitches, as well as three indoor accommodation units for up to 70 people.

Hampshire Scouting purchased Ferny Crofts in 1975 to provide a home for its members for the future. At first, Ferny Crofts was run by a team of volunteers, but as the centre has grown it has been managed by a team of permanent paid staff, supported by seasonal instructors, staff and volunteers. Now, the centre is a self-sustaining enterprise, able to continually invest in facilities and activities, as well as personal development of our staff.

As a Centre, Ferny Crofts is committed to sustainability. In recent years we have installed solar panels, rainwater harvesting and two ground source heat pumps. Any new development is guaranteed to be as environmentally friendly as possible.

Scouting Environment Membership of Scouting in the UK comprises over 450,000 young people between the ages of 6-25. Scouting in the UK is open to both boys and girls, and aims to actively engage and support young people in their personal development, empowering them to make a positive contribution to society.

Ferny Crofts is owned and managed by Hampshire County Scout Council, a sub-section of UK Scouting, which has a membership of 23,000 adults and young people.

Ferny Crofts actively supports the culture that exists in UK Scouting, providing an ideal location for developing young people through outdoor adventure.

The Centre is ideal for local Hampshire Scouts to take part in regular weekend camps, and national and international Scouts to undertake week-long camps or residential stays.

Ferny Crofts has strong links with the history of Scouting, being the closest of the UK’s National Scout Activity Centres to Brownsea Island, home of the very first Scout Camp, where the Scout Method and the Patrol System were first developed.

Ferny Crofts

Scout Centre at a glance: Offers: • Indoor Accommodation • Camping • On-site Activities (Instructed and Self-Led) • Off-site Activities and Visits (with Partner Organisations) • Equipment rental • School Camps and Activity Packages • Catering Guests include: • Local Scouts (Hampshire) • Scouts (UK) • International Scouts • School Groups • Other Youth Associations/Groups • Corporate Groups Participants in Best Practice project: James Redfearn (Operations Manager), Steve Knaggs (Activities Manager), Tilly Griffiths (Instructor and General Assistant)

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Strategies for Best Practices at Scout Centres

Participating Center:

Úlfljótsvatn Iceland

www.campiceland.com ulfljotsvatn@skatar.is Owned by: The Icelandic Boy and Girl Scout Association and the Reykjavík Scout District Staff: 3 permanent, 1-10 seasonal, up to 20 volunteers at a time Capacity, camping: 7000 guests Capacity, indoor: 88 guests Manager: Guðmundur Finnbogason

Short Description of Centre Úlfljótsvatn became a Scout "settlement" in 1941, when the first Scout group camped there for an entire summer. Much has changed and today Úlfljótsvatn serves both as an international Scout Center and as an Outdoor Center for Scouts, school-groups and members of the general public.

Utilizing the magnificent surroundings, with a lake on one side and a mountain on the other, the center focuses on the outdoors for both adventurous experiences and educational opportunities.

During summer the center runs summer camps (mostly attended by nonscouts), a large family campsite and hosts international scout groups on expeditions. Come winter months, Úlfljótsvatn runs school camps (residentials) for school classes and teachers, team-building visits, rents out facilities to youth organizations, hosts Christmas dinners, offers hostel accommodation and more.

All year round, Úlfljótsvatn is a venue for Scout events, such as jamborees, training courses, group camps and so on. Úlfljótsvatn will host the main camp of the 2017 World Scout Moot. Úlfljótsvatn enjoys a good cooperation with school authorities in Reykjavík city, as well as being a recognized part of the outdoor education movement in Iceland.

Scouting Environment

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Úlfljótsvatn is the only national Scout Centre in Iceland and is owned and run as a co-operation between the Icelandic Boy and Girl Scout Association and the Reykjavík Scout District.

The Icelandic Boy and Girl Scout Association is the only national Scout association in Iceland with around 3000 members, or approx. 1% of the population. The association is a member of both WAGGGS and WOSM and has been co-ed since 1944. Inclusiveness is an important aspect of Scouting in Iceland, with everyone being welcome.

The size of the population and the national association means that Úlfljótsvatn has plenty of possibilities to accommodate other groups as well, while trying to always put Scouts and Guides first. Úlfljótsvatn's role in Scouting in Iceland can be divided into three: First it is the venue for big and small national and international Scouting events, leader training courses, Scout group's winter camping and more.

Second it offers dozens of young people the opportunity to work or volunteer at the centre during the summer time. Not only does this allow the young people to spend their summers in the most adventurous way, but it also teaches them valuable lessons about work ethics, living with other people, working with children and so on, helping them develop their skill sets for a leadership role in Scouting.

Thirdly Úlfljótsvatn serves as a representitive for Scouts, offering other guests a glimpse of Scouting, through summer camps, school residentials, corporate teambuilding and campsite activities.

Úlfljótsvatn

Scout Centre at a glance: Offers: • Indoor accommodation • Camping • On-site activities • Lake-based activities • Off-site tours and excursions • Group transportation • Equipment rental • Catering (ready meals) • Self-catering • Summer camps • School camps • Youth organisation visits • Company meetings • Corporate team building • Facility rental Guests include: • Local scouts • International scouts • School groups • Other youth groups • Corporate groups • General public Participants in Best Practice project: Guðmundur Finnbogason, Elín Esther Magnúsdóttir

1 - Project Overview

Funding The project was funded by the European Union‘s Erasmus + program (Key Action: Learning Mobility of Individuals / Action: Mobility of Learners and Staff / Action Type: Youth Mobility). This grant was used to reimburse travel costs, organisational cost and the hosting expenses each centre encountered in delivering the project (e.g. accommodation and meals).

Each participating centre also contributed significantly to the overall delivery cost of the project, by covering additional programme expenses and the cost of contributions from paid staff where relevant.

The participants would like to recognise the great importance of the support of the Erasmus + program and are grateful for the opportunity it gave us to run the project.

Project Execution

Úlfljótsvatn Outdoor and Scout Centre 5

8th to 14th September 2016

The project took place between February 2015 and September 2016. It was conducted primarily through five sevenVässarö Scout Centre day residential visits to each of the Scout 4th to 10th September 2015 Centres, linked in the meantime through 3 continued discussion and planning via Larch Hill International Scout and Guide Centre online communication and collaboration.

24th February to 3rd March 2015 Each of the five Centres involved sent one or two representatives to visit each 2 of the other centres. During each visit 1 the delegates aimed to gain an in-depth Houens Odde International Scout Centre knowledge of how the Centre runs, at 25th April to 1st May 2015 4 a strategic level, through to day-to-day operations. During each visit this was Ferny Crofts Scout Activity Centre 21st to 27th February 2016 achieved through; meetings with a range of staff and volunteers, taking part in activities offered within the programme, and learning about the context the centre operates in.

Important within this was that all programme activities were delivered as if the delegates were guests of the centre, so that the experience was as authentic as possible, and accurate analysis could be conducted. Furthermore an important factor was an element of trust and honesty between participating centres, enabling open and frank discussions which could help shape improvements.

The aim was that after each visit all participants would have a clear and detailed understanding of the practices and operations of the hosting centre.

Throughout each visit, the various elements of the programme were discussed and analysed in detail at review sessions at the end of each day. This analysis was split into the three key elements of the programme; inclusion, safety and non-formal learning. The group then highlighted areas of strength within the activity, before suggesting improvements which could be made.

Often during the analysis/feedback sessions, links could be made between activities offered at other Centres, and participants were able to compare their experience with their own operations and procedures. As the program progressed certain themes began to develop and a common ground emerged to determine best practices in each category. These themes became the categories of conclusions drawn later in this report.

Detailed programmes for each visit are contained in the appendix.

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2

PROJECT OUTCOMES

Overall evaluation of project Engagement in this project has been a learning curve for all the individuals and all five centres involved. The method followed has forced the various representatives from the participating centres to immerse themselves in the programme at each Centre, having a truly authentic experience at each location.

These experiences enabled detailed peer analysis of the centres which has resulted in an abundance of complimentary observations, constructive criticism and quality recommendations. All centres have grown from their involvement and engagement in the programme and will improve further as they work through their site specific recommendations and follow through on the outcomes and recommendations outlined in this report.

The programme has connected people and centres across Europe creating opportunities for young people in our various organisations and centres to be involved in programmes outside their own centre and encouraged them to develop new ideas within their

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Strategies for Best Practices at Scout Centres

Excursion to Brownsea-island during Ferny Crofts visit.

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own centres. Already this has resulted in the exchange of at least three volunteers between the participating centres (at the time of writing).

Our professional and volunteer staff in all five centres have opened up to alternative ideas and methods of operating, we have shared programme ideas and have collectively had an overall positive impact on all five centres involved in the "Best Practises and New Innovations at Scout Centres" programme.

While all the centres are unique and were significantly different when compared with each other, one of the most significant outcomes of the project was the realisation that all five centres experienced similar challenges and threats. We created a support network to respond to the challenges. Programme ideas and programme resource sharing allowed all centres to introduce new innovative programme and improve existing programme in an efficient manner, thus accelerating the implementation of initiatives at the centres.

The project has opened up opportunities to our centre staff, improved operations, created new programme activities, improved safety, refocused participating centres on non-formal learning and ensured that a broad approach is taken when considering inclusion with regard to the operations and programme of each centre.

2 - Project Outcomes

Overview of changes in each Centre following participation in the project Following each of the residential visits, and throughout the course of the project, each of the Centres began working on issues raised and ideas shared. This resulted in a number of positive changes taking place in all centres before the conclusion of the project, as well as plans put in place for future developments. The following is a summary of the changes which have already taken place in each Centre since their involvement in this project.

VässarÜ Scout Centre Improvements to safety-critical aspects of certain activities such as the Trapper Trail and Climbing Wall based on suggestions made by members of the Erasmus group.

Made several small improvements to activities such as implementing a policy of ensuring people with long hair tie it back and have some head bands for guests to wear if required.

On the canoes we have fitted reflectors so the safety boat can spot the canoes more clearly in the dark or bad weather. The safety boat also has been fitted with a light so that the guests can see the safety boat is in the area.

Looking into the possibility of sending staff members to visit other scout centres around Europe.

A planning board in the kitchen for visiting groups, tasks and staff. Overview of everything regarding food.

Houens Odde International Scout Centre Introducing risk assessments for the Danish volunteer staff and the international volunteer staff An increased awareness of safety when doing activities, e.g. purchasing more first aid boxes to take out on activity sessions.

An increased awareness of safety when training international volunteers.

An increased and better awareness of non-formal learning outcomes regarding volunteers and Scouts

Better and more structured introduction and training of our international volunteers Added new Activities, and developing ideas for new activities to add in the future An increased awareness of how to focus on inclusion regarding activities, surroundings, facilities, volunteers etc.

An increased awareness of how to represent our activities in more professional way Written manuals for staff.

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Strategies for Best Practices at Scout Centres

Larch Hill International Scout and Guide Centre Larch Hill has commenced the “Help the Hill” initiative which encourages scouts to volunteer for a defined period where specific work is carried out, giving them an insight into the workings of the site and help them decide if they want to become a regular volunteer.

Begun the implementation of a new integrated booking system.

A self-funded Long-term volunteer programme has commenced and is available to Irish Scouts and European Scouts.

Open to sharing volunteers and working on a collaborative volunteering programme with the centres taking part in the best practices scout centre programme.

Reviewed prices for international groups.

Gained an improved understanding of other countries’ needs, leading to better marketing of the Centre.

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Improved training around activities such as climbing and archery

Improved storage of technical equipment Reviewed standard operating procedures and risk assessments for all instructor led activities Begun the process of building a new office to improve our operations and our guest’s experience Discussions have begun around collaboration with Ferny Crofts for activity instructor training Plans to introduce new self-led city experience quiz/challenge Plans have commenced to actively target schools business Beginning the process of implementing a European Volunteer Services (EVS) programme at Larch Hill Plans to consider where STEM (Science, Technology, Engineering, Maths) can be introduced into our programme activities

2 - Project Outcomes

ĂšlfljĂłtsvatn Outdoor and Scout Centre A better defined structure for volunteer staff, including more training in activities

Countless ideas for further development of program, facilities and services

Increased safety awareness and tools to implement safety standards

Increased effort to log all equipment and its use

Improved and further formalised staff training, including an emphasis on safety

Changed booking procedures, finally resulting in the adoption of the Cinolla booking system.

Written staff manuals Recognised the importance of the long lasting effect working at our centre can have on our staff Changed practical items in program, like group sizes, session times etc.

Changed the way archery, climbing and abseiling are run as activities, and added raft building as a new activity.

Added emphasis on non-formal learning and better use of such opportunities Added emphasis on more international projects with other Scout Centres or outdoor education centres.

New fireplaces/BBQs

Ferny Crofts Scout Activity Centre A focus on adding STEM (Science, Technology, Engineering, Maths) educational facts into the delivery of a number of our activities, through staff training and educational signage around activity areas.

Begun installing signs around the Centre displaying interesting facts about the local area and how the site runs, to encourage non-formal learning and further investigation by young guests.

Increased focus on the personal development of staff as important to the continued success of the Centre.

New ideas for games or improvements within existing activities and site management. E.g. Team Building game ideas, Frisbee Golf Improvements, and Camp Fire Circle construction.

Further ideas to be pursued in the medium-term, such as Bivvy Shelters, Hammock areas, Pizza oven etc.

General/Group Outcomes A further positive outcome from this project is a proposal to develop a shared volunteering scheme, consisting of a formal partnership between at least three of the participating centres. In one element of this scheme volunteers could simply be exchanged between centres for a short time, and a further proposal is to create a year-long programme with volunteers spending three to four months at each location on a rotation pattern.

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3

FINDINGS (STRATEGIES)

Four strategies, three categories By experiencing, discussing and comparing a great number of details about how each of the five Scout Centres are run, the participants were able to discuss, analyse and agree on what they see as best practices for running a Scout Centre.

What follows are the findings and recommendations of the project. These focus on four strategy areas;

General

Safety

Inclusion

Non-formal Learning.

Each strategy can be seen as a checklist for the respected field and used as a guideline to improve upon or test against other centres’ operations.

Should a centre wish to adhere to the “Best practice” strategies, the management staff can use the following recommendations as a check-list, or to prioritise areas to focus.

The participants recognise that while they believe the strategies offer a general guideline all centres should be able to use, each centre is unique and each strategy may have a different practical application between centres.

The participants also recognize that adopting all strategies at once is a large undertaking for any centre, especially smaller ones. Therefore each strategy is divided into three categories:

!!! !! !

Category 1

Category 2

Category 3

These are recommendations which should be the highest priority to address.

Considered by the project team as essential elements of Best Practice in each area.

These recommendations are important elements of Best Practice, but considered secondary to the ‘essentials’ which fall within the first category.

These are recommendations which are ‘nice to have’ - still important, but these should be addressed once the recommendations in the first two categories have been addressed.

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Strategies for Best Practices at Scout Centres

Strategy:

Strategy:

CATEGORY 1

CATEGORY 1

General Define a clear strategy, vision and mission statement for your centre which ensures the Centre moves forward and develops.

This should be written in a way which ensures the centre can measure its progress.

To cultivate your identity the centre must consider how various factors such as location, environment, history, scout traditions and unique characteristics can influence your identity.

Responsible finance (good financial practices) Ensure good relations with the National Association and “Your” Scout groups Be true to the Scouting Ethos, (Scout method, promise and laws) Develop clear Operational Plans for the future.

CATEGORY 2 Set a volunteering and staff structure Develop a Marketing & Communication or Public Relations plan to actively promote the aims and objectives of the Centre and attract guests.

Safety Know the Laws, Rules and Regulations in your country and area of business.

Ensure environmental safety is managed effectively Develop and maintain a culture of safety across the Centre Ensure Child Protection Policies are in place and followed at all times.

Use Risk Assessment as a tool for safety Ensure Financial Safety CATEGORY 2 Ensure equipment is safe and fit for purpose All information about activities and safety equipment should be accessible to all staff members Ensure Effective Staff Training Protect your Environment CATEGORY 3 Ensure clear safety directions to guests Approach managed risk as development tool

Develop co-operation with external parties is important to improve centre’s development and operations Implement or develop an effective booking procedure to suit the demands of the centre Set clear guidelines and policies which govern all core elements of the Centre’s operations.

CATEGORY 3

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Continuously review and evaluate your work in order to stay current and relevant.

You will find more details about each strategy in the next pages.

3 - Findings

Strategy:

Inclusion CATEGORY 1 Define ‘inclusion’ and implement a policy that fits your centre. Develop a culture of inclusion with your staff and guests.

Proactively plan variations to the programme at your centre to be able to include all guests and staff regarding their needs Analyse your audience and locality Have clear and consistent rules regarding inclusion for all staff members CATEGORY 2 Information provided should be accessible to all Work to ensure equality of experience, where possible Develop a staff structure and recruitment policy which is open to all, regardless of age, race, gender or ability.

CATEGORY 3

Strategy:

Non-formal learning CATEGORY 1 Create a culture to encourage non-formal learning Remember that simple is good Reflect the Scout Method and national/ association emphasis in programme CATEGORY 2 Develop Staff Training to enable Non-formal Learning Invest in Learning and Training opportunities for staff and volunteers Remember the Importance of Reflection and Review CATEGORY 3 Identify additional educational opportunities in programme Formalise non-formal learning, for example by giving certificates

Get information in advance about the needs of your guests Involve all participants at all times Respect your Traditions, but don’t make them exclusive

“Implementing a best practise strategy will assist with consistency, safety and planning. All efforts striving for a best practice policy will advance your centre towards this goal, the most important aspect is that the centre is moving in the correct direction irrespective of the speed of progress.”

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Strategies for Best Practices at Scout Centres

STRATEGY:

General CATEGORY 1 Define a clear strategy, vision and mission statement for your centre which ensures the Centre moves forward and develops. This should be written in a way which ensures the centre can measure its progress.

A vision statement defines the desired future state of the centre and how that state can be reached, clearly defining the organisation’s goals. i.e. the vision statement of Larch Hill International Scout and Guide Centre is to be a centre of excellence for young people to experience scouting in the outdoors. The vision of KFUM-spejderne in Denmark: together we move the world - intentionally.

A mission statement is a written, formal document that attempts to capture an organisation's unique aims and objectives. i.e. the mission statement of Houens Odde International Scout Centre is to educate and develop children and young people through outdoor activities.

To cultivate your identity the centre must consider how various factors such as location, environment, history, scout traditions and unique characteristics can influence your identity.

In simple terms, find out where you are, who you are, who you want to be and what direction your centre wants to go in.

Responsible finance (good financial practices) It is important to have a long-term budget and forecasted income, it is recommended that these plans should be for 3 to 10 years and reviewed on an annual basis. Regular financial reports should be available to the Board and the Manager.

Have a clear understanding of your sources of income. i.e. income from guests which can comprise of scouts, nonscouts, schools, youth groups and businesses and/or an annual subvention from your scouting organisation. Is there a possibility for foundations or grants for capital improvements in line with the centre’s strategy? All centres should plan to include contingency funds to allow for the circumstances where the centre operates at a loss due to circumstances beyond their control. All centres should ensure they are compliant with the financial laws of their country.

Ensure good relations with the National Association and “Your” Scout groups Make sure that you build up and maintain a positive relationship and reputation with the National Association(s) of your country, as well as the Scout groups around your centre from the beginning and on an on-going basis. It is harder to repair these relationships than to maintain them. These groups should be your regular and your future customers, and maybe even staff members/volunteers.

Be true to the Scouting Ethos, (Scout method, promise and laws) All of the National Scouting Organisations have stated their scouting ethos, promise and law. Scout Centres should be aware of this, and take this into account as a strong starting point to develop their own methods of working.

For instance being a member of SCENES (Scout Centres Excellence for Nature and Environment) shows the guests/scouts at our centre that we respect and cherish nature. Through for instance teambuilding activities we help developing scouts into take responsibility and finding their own opinion.

Develop clear Operational Plans for the future It is recommended that these plans should include 3 to 5 year business plans, a maintenance plan and guest relations plan. These plans should be reviewed regularly, updated where required and reported on to the Board, so should have measurable targets.

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3 - Findings

CATEGORY 2 Set a volunteering and staff structure How do you plan to run your centre; by volunteers, by employees or a mix? Ensure you have a clear structure agreed, documented and on display, and accepted by the Board. Ensure staff are fully supported and actively retained year on year.

Develop a Marketing & Communication or Public Relations plan to actively promote the aims and objectives of the Centre and attract guests.

A communication plan with responsibilities assigned to members of the operational team should be in place. The operational team should agree how the centre will be promoted, what marketing campaigns will be undertaken and who will be targeted. These campaigns should be cost effective and it is important that the centre can deliver the service being promoted. The centre should actively make use of free media such as Facebook, Twitter, Instagram and your centre’s website. It is important to ensure all your guests are satisfied with their stay and they will recommend the centre to their friends, as guest referral is the best marketing available.

Develop co-operation with external parties is important to improve centre’s development and operations Develop external relations to ensure the sustainability of your centre through positive relationships with neighbours, local landowner(s), local businesses and local and national government agencies.

Put in place partnerships to work with other youth organisations where cooperation can be mutually beneficial Develop a strategic approach to working with other non-scout organisations to provide facilities to support programmes and encourage non-scout guests to use the centre.

Collaborate with other Scout Centres to undertake peer evaluation and to share best practice implementing change where it improves the operation of the centre and is compatible with the centre’s strategy

Implement or develop an effective booking procedure to suit the demands of the centre Find a procedure that works for you, it doesn't have to be an expensive solution i.e. in the beginning paper and pen or an excel document will do as long as it is in organised and managed properly. When the demands and needs of the centre are established an electronic booking system should be considered as part of your business plan.

Set clear guidelines and policies which govern all core elements of the Centre’s operations.

Policies should be implemented to cover areas that both the Board and the management team determine to be important.

A policy presents the rule outlining what guests and staff can and cannot do. For example: A policy on bookings, payments, refunds and cancellations A policy on staff uniforms and clothing A policy on cleaning and hygiene in the kitchen A policy on Alcohol/smoking could determine where the designated smoking areas are (if any), and may state that it is not permitted to smoke in the company of young people.

A policy on external guests, which should clearly determine if the Centre is open to external guests, who it accepts and when it accepts them.

A guideline provides advice on how you should operate. i.e.

A centre could provide guidelines with regard to cleaning duties in the bathrooms and toilets.

A centre could have a guideline around car parking at the centre during low season, high season and during large events.

CATEGORY 3 Continuously review and evaluate your work in order to stay current and relevant.

It is important to review and evaluate activities, mission, vision and your finances on a regular basis to allow for adjustment in your financial, business and maintenance plans.

It is recommended that other similar centres are visited and peer review and evaluation is undertaken. Shared experience and knowledge gained from others in similar situations is invaluable.

Keep up to date with needs of your guests through engagement and communication, and consider your guests and relevant global development trends when reviewing your business plan.

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Strategies for Best Practices at Scout Centres

STRATEGY:

Safety The project considered safety in several different forms; the safety of individuals (guests, employees, volunteers, etc.), safety of the environment, and safety of the business of the Scout Centre. It should be considered a responsibility of the management to ensure the centre is run in a safe and sustainable way. Having a culture of safety should be a key priority in every centre and will enhance your operational future and enjoyment of guests.

CATEGORY 1 Know the Laws, Rules and Regulations in your country and area of business.

Every country has its own laws and regulations. It is the responsibility of the Scout centre to ensure they understand and follow that framework. Where reasonable they would go beyond the minimum requirements as part of their responsibility to guests, employees and impact on the natural environment.

Ensure environmental safety is managed effectively Does your environment bring any dangers to your guests? Can you reduce the risk? Recognise the natural environment your centre is situated in and ensure your guests are prepared for their visit. Take into account geographical features, weather conditions, tides and known natural hazards.

Develop and maintain a culture of safety across the Centre Make sure you have clear and simple rules and responsibilities, and that your staff are trained in the standard operational procedures. Ensure guests are clear on safety rules and expectations. It is the responsibility of all staff and guests to ensure safety standards are met or adhered to. Encouraging a culture of safety amongst your staff and guests is recommended as this will only increase the standard of safety and enjoyment of guests.

Ensure Child Protection Policies are in place and followed at all times.

Ensure you are following your country’s and your National Organisation’s child protection policy. Be sensitive to rules, customs and cultural differences of your guests as they may have different guidelines to adhere to. It is encouraged to understand your guests needs and fulfil their requirements to the best of your ability. It is encouraged that each Scout centre has its own policy to follow in regards to safeguarding young people. In many cases this can be the policy of the National Organisation.

Use Risk Assessment as a tool for safety Using risk assessment as a tool can minimize the risk of accidents. They are also a valuable tool for staff training and a keystone to a universal culture of safety at your centre. Risk assessments are the basis on what you set your minimum standard of operating procedures and should be present throughout every aspect of your operation. They also provide you with evidence of your centre’s safety guidelines and way of thinking. Risk assessments should be regularly/constantly evaluated.

Ensure Financial Safety Responsible financial control should be in place to ensure your centre will still be operating in the future. It is encouraged that each centre plans for the future and is able to meet economic fluctuations, both global and local. A stable financial situation allows the centre to plan for their staffing and other expenses in advance.

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3 - Findings

CATEGORY 2 Ensure equipment is safe and fit for purpose The equipment used should fall in line with the rules and regulations in your country. It is encouraged to put effort into researching and testing any equipment before purchase. It is essential not to put financial gain in front of safety. Equipment should be inspected and maintained regularly to ensure it is fit to use, and it is recommended to budget for regular maintenance and renewal of equipment.

All information about activities and safety equipment should be accessible to all staff members This will help your staff to have an overview of safety, even though they may not work on the activity in question.

Ensure Effective Staff Training It is essential that a standard training procedure is used at your centre. Staff training should be in line with the risk assessments and the standard operating procedures and it should be consistent for all staff members and volunteers.

Where possible the training should exceed the minimal requirements for the activity or field of work. Where possible and relevant it is recommended to use external professional verifiers to evaluate your staff and volunteers. Keep in mind that a standardised training does not have to take away the possibility of the staff putting a personal touch to their instructing.

Protect your Environment It is encouraged to identify areas where negative impact is occurring or can occur and strive to keep it to a minimum. It is also recommended to have a sustainable green policy at your centre and promoting a culture of sustainability to guests and staff alike.

CATEGORY 3 Ensure clear safety directions to guests Ensure your guests understand the safety rules and policies of your centre. Where possible it is good to use signage, site maps, pre-visit information and checklists to facilitate a better guest experience.

Approach managed risk as development tool Tackling and overcoming a perceived risk, or something outside one’s comfort zone is an effective personal development tool. To achieve this you must safely put the participant in a challenging position of perceived danger.

Your centre should actively address the difference between perceived risk and actual risk and ensure that the development of your guests is achieved in a completely safe manner. Outdoor education should encourage guests to challenge themselves in order to facilitate personal development.

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Strategies for Best Practices at Scout Centres

STRATEGY:

Inclusion Inclusion can mean different things to different people including, but not limited to; social situations, minorities, nationalities, language abilities, age, physical and mental abilities. In this project we have chosen to view inclusion in this way, considering various aspects of the above and keeping the definition open. This has led to a flexible and innovative approach to improving existing and future programme activities along with other aspects of running a centre, with regard to inclusion.

CATEGORY 1 Define ‘inclusion’ and implement a policy that fits your centre. Develop a culture of inclusion with your staff and guests.

This can range from having facilities at your centre for enabling people to have better access or freedom of movement to being able to partake in different programmes, to arranging instructions in multiple languages and formats (e.g. images, spoken or text).

Proactively plan variations to the programme at your centre to be able to include all guests and staff regarding their needs This includes financial background, intellectual and physical ability, language, social and cultural considerations A slight change to a programme can be a big difference to a guest’s experience. This can also enable staff with different needs the opportunity to run more programmes.

Analyse your audience and locality Be open to all types of audience, be open to communications about their needs - does it match your centres facilities?

Clear information for guests prior to their arrival at your centre can have a better experience for you and your guests.

Be open to communications to other groups or charities that operate in your area.

Offer the range of different facilities to your guest before their arrival, so they know what to expect before they arrive.

Have clear and consistent rules regarding inclusion for all staff members Having a deeper understanding about inclusion will benefit both guests and staff members.

Each staff member should know your policy on inclusion, everyone works to the same policy and guidelines. This means less confusion and more consistency to your guests and staff members.

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3 - Findings

CATEGORY 2 Information provided should be accessible to all Always consider different understandings between languages and cultures.

Be prepared to use different types of communication to ensure all guests get the information required to be safe, learn and enjoy their time in your centre.

Work to ensure equality of experience, where possible Make sure everyone is given the same opportunity to have a good experience, making a slight change to an activity can ensure participants can achieve the same goal.

Ensure consistently good service for all your guests, with full considerations to their needs.

Develop a staff structure and recruitment policy which is open to all, regardless of age, race, gender or ability.

Developing a culture of inclusion in your centre starts with the staff understanding and approaching matters with an open mind.

Staff training should be clear and consistent for all There are benefits brought by having a staff team consisting of people with a variety of backgrounds, skills and experience levels.

CATEGORY 3 Get information in advance about the needs of your guests Do your guests have any special needs that you need to be aware of? i.e blind participants, allergies, physical or psychological disabilities If preparations and adjustments have been made in advance, it minimises guests feeling ‘different’

Involve all participants at all times Engage the non-engaged during activities. Ensure that every participant is afforded an opportunity to participate.

There are always ways of engaging people in activities or programmes, regardless of ability or understanding.

Respect your Traditions, but don’t make them exclusive Rituals / Traditions vs “the way you work” All centres have their traditions, but these must remain open to changes as not to become ´elitist’.

Society and culture can change over time, traditions should change with the times.

Don’t make traditions or rituals compulsory.

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Strategies for Best Practices at Scout Centres

STRATEGY:

Non-formal learning Non-formal learning is defined as learning which occurs through participation in an experience outside of a formal educational curriculum or syllabus, but for which there is still an intended learning outcome. This style of learning is typical for outdoor learning, and indeed is seen by many as one of the key benefits of outdoor learning. This type of learning is planned and promoted by the centre, facilitated by the methods used by the centre, often without the participant being aware that they are in a learning situation.

CATEGORY 1 Create a culture to encourage non-formal learning Create a definition of non-formal learning for your centre which suits your aims and unique location. Ensure this definition is widely known by all staff and volunteers, and that they support this definition.

Decide how you want your guests to experience learning. This may be only through the programme, or also through daily use of your facilities and environment.

In the programme, set a standard base level for the learning that will be achieved within an activity, and make sure instructors enable the guests to achieve this. Then you can build on this as the group demonstrates they have taken this on board. This additional learning will change with the ability of the group, the seasons, weather, and the knowledge and skill of the instructor. Example - Campfire - knowing that small pieces of wood are needed to start the fire, might be the base level of knowledge planned in the session. Further learning can be brought out of the activity depending on the group’s abilities.

However, think about how many educational opportunities you want to provide guests - sometimes participating in the activity is enough, without extra learning being included.

Remember that simple is good Sometimes simply doing the basic activity is enough to create learning. Just participating in the activity alone will result in learning. If you know what this learning can or will be, then this will help you to make sure guests realise what they have learned.

The bigger, wilder and more complex doesn't necessarily mean the better!

Reflect the Scout Method and national/association emphasis in programme Scout Centres are unique thanks to their Scouting background and heritage. We already have this knowledge, so we don’t need to look for it elsewhere. It is important to ensure that this is reflected in how the programme is delivered.

Participants should learn something about Scouting - even if they are not members of Scouting.

CATEGORY 2 Develop Staff Training to enable Non-formal Learning

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In training your staff, give them a good level of general education, giving them an understanding of background knowledge related to the Centre and what they are instructing. Make sure your staff is aware of your history, the surrounding environment, and other small, funny facts and things that can make the activities more fun. This should apply to all staff who could come into contact with guests, not only activity instructors.

This will help give guests a better all-round education, about the place they are staying and the activities they take part in.

Training should also teach staff how best to work with guests of different age groups and knowledge levels. For example, instructing a six year-old on how to start fires will be different to instructing an adult. There is learning to gain in both these situations, but the style of teaching will be very different.

3 - Findings

Invest in Learning and Training opportunities for staff and volunteers Once basic training is complete, this should not be the end of the education and development of staff. Everyone can learn more about the subject they teach, and the higher the level of knowledge and skill your staff and volunteers have, the more they are able to share with guests. It is important to invest in continuous training and education for staff and volunteers, giving them opportunities to learn and develop their skills.

Remember the Importance of Reflection and Review It is important to regularly reflect on the centre’s performance and review how things are done, in order to continuously make improvements. However, this can also result in non-formal learning for centre management, instructors, staff and volunteers, as well as for guests. Therefore it is important to listen to the views of all those involved in the centre: Managers Instructors and other staff Your guests It is vital to listen to your guests, as they can teach you about the way they see the world, and how they use the centre.

The learning here is of great value, perhaps showing you something that you might have not seen as staff members who are always involved in the work of the centre.

Creating a culture of regular reviewing and feedback will help to ensure that this is seen as a positive process, not criticising staff for bad performance but rather suggesting constructive points to improve.

CATEGORY 3 Identify additional educational opportunities in programme When you feel sure about the basic level of instruction and learning achieved by your programme, you should look for ways to include more learning opportunities which will enhance the guests’ experience. Ideally, the information learned in these opportunities should be linked to the location or the activity they are related to. These could help guests learn about science, technology, engineering and mathematics, as well as history, and personal skills such as improvisation and teamwork.

This can include: Passive learning opportunities, such as signage or information screens. For example, learning about the height of Mount Everest by displaying a sign describing the number of times the climbing tower should be climbed to reach the height of the mountain.

Interactive educational opportunities. For example learning how to tie knots used on a climbing session through instructional signs with rope available. Perhaps using thicker rope, so that two people must work together to complete the knot, developing further learning of teamwork and cooperation.

Instructor-led opportunities, such as facts or knowledge given to the group by the instructor, over and above instructions for how to complete the activity. For example, creating a story based on historical facts around the session.

Where possible, try to locate these additional learning opportunities in places where other learning would not usually take place, for example in waiting areas for activity participants.

Formalise non-formal learning, for example by giving certificates Often, people will not immediately understand the non-formal learning they have gained through outdoor activity, either by participating in a new activity as a guest, or instructing a group of 30 children as a staff member.

Consider creating a certificate or badge for guests which reflects their achievements and non-formal learning, and combine this with some wording (either on paper or spoken) which reminds them of the skills they have learned. For example teamwork, initiative, problem solving and communication.

For staff, often they will gain a range of new skills and personal development through their work. They may live away from home together with colleagues, taking into account other people’s needs, and must learn new skills not only in their job, but in daily life. These skills and experiences will shape them as a person and help them to achieve greater things in the future. Create a document or certificate and give it to the staff member when they complete their time with you, to emphasize their development, skills and achievements. Such a document can be helpful when applying for a job or further formal education opportunities.

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4

Discussion

The case for Best Practices Best practices are necessary in order for our Scout Centres to strive to be the best they can be, achieving the highest standards possible with the resources available and ensuring safety and quality service delivery are prioritised. Implementing a best practise strategy will assist with consistency, safety and planning. All efforts striving for a best practice policy will advance your centre towards this goal, the most important aspect is that the centre is moving in the correct direction irrespective of the speed of progress.

Striving for consistency across the centre's operations helps to ensure that; all guests receive the same quality service all guests have the opportunity to have an educational experience in an inclusive environment all professional staff perform to a high standard all volunteers are afforded the same tools, training and preparation to help with their roles financial support is fairly distributed all parties involved in running the centre are focused on achieving the mission and vision of the centre along with striving to assist in achieving the aims and objectives of the Scout Organisation (National or Local).

Focusing on safety at a strategic level and on a day to day basis helps; to ensure all staff and volunteers are diligent towards the safety of the centres guests while maintaining a welcoming and inclusive environment to ensure standardised training of staff preventing unnecessary injuries and accidents to ensure the centre maintains a positive reputation through robust safe practises to protect staff, the scout organisation and the centre itself.

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Strategies for Best Practices at Scout Centres

It is recommended that planning is addressed at a strategic level setting a clear vision and mission that develops a strategy which accounts for short, medium and long term objectives. this ensures development is focused and appropriate to the needs and resources of the centre to ensure the best outcomes for the centre’s users, guests and the scouting organisation this will assist with financial and staff resourcing this will increase efficiencies by preventing unnecessary projects which don't fit with the centre strategy it will provide stability ensuring development and progressive policies are not dependant on individuals it will result in an increase in the level of professionalism to which both volunteer and professional staff teams will operate it will benefit the centre and scouting organisation with regard to public relations and marketing it will also assist the centre in gaining support from governmental organisations and other bodies such business seeking to invest in youth and community based organisations

Global developments in Inclusion, Safety and Non-formal Learning, and the importance of Scout Centres in the near future

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This project has involved centres from five European countries, which fit within a context of a rapidly changing world in respect of the three focus areas of inclusion, safety and non-formal learning.

Around the world, countries are moving towards increasingly strict safety policies and regulations, aimed at protecting participants in outdoor activities. However it is acknowledged that all countries are moving at their own pace, and movement in this respect is often linked to economic and scientific development.

Similarly, as the world’s population grows, more pressure is put on traditional education systems, and non-formal learning is growing in popularity. In an increasingly competitive world, non-formal learning in areas such as confidence and problem solving are more important. Likewise, for young people showing achievements outside of the school system on their CV becomes the standard rather than an exception in the search for employment.

At the same time the benefits of non-formal learning are increasingly well researched, and governments are recognising the unique benefits of learning outdoors as an extremely effective way of achieving non-formal learning outcomes.

Indeed in many countries outdoor learning is becoming an advised, if not compulsory element of the education system.

4 - Discussion

Visualizing the meaning of the key points of the project, during the Houens Odde visit.

The world is also becoming a smaller place, culturally and geographically. As such people become more accepting of other cultures, old stigmas and taboos have disappeared, and sharing cultures is accepted as a benefit to both society and the individual.

Culturally it is rightly becoming less acceptable to exclude people with physical or mental disabilities from participation in outdoor activities, and at the same time technological advances are facilitating their participation.

Scouting and Scout Centres have a strong track record of safety in delivering outdoor activities, from a simple overnight camp to a week-long activity programme. Managing the balance of actual risk and perceived risk, allowing young people to challenge themselves and enjoy the outdoors whilst learning and growing as people.

Scouting and Scout Centres have long been delivering non-formal learning using the outdoors, combining over 100 years of experience since the foundation of Scouting. Young people develop through Scouting in a completely informal manner, yet the experiences and skills learned through Scouting stay with these young people for life.

Scouting is also one of the most inclusive youth organisations in the World, spanning all cultures, faiths and abilities. Inclusion is one of the core values of Scouting, and these values are shared and encouraged at Scout Centres everywhere.

Scout Centres such as those involved in this project, and the many others around Europe and the world, are therefore well placed to lead the way forward as centres of excellence for safety, inclusion and non-formal learning.

Recognition of cultural and economic differences Throughout our project we all came to learn about many differences each centre has and how they overcome these. Some Scout Centres can be asked to run to a break-even business plan whereas some centres are asked to run as a self-sufficient profitable business. Economic differences in each country have played a huge part in how a scout centre is shaped and run. A scout centre is generally in a better position when the country that the centre is located in has a strong economy.

Cultural differences can be found at each centre involved in the project. Some of the differences are easily seen where some are not so clear to see. In some countries scout groups pay for their stay in advance of their arrival, compared to other countries where some scout groups don't pay a camping fee or for accommodation but rather they are subsidised by a scouting organisation.

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Strategies for Best Practices at Scout Centres

The strategies for best practices outlined in this report take these differences into account and should be broad enough for any centre to adopt regardless of its own financial situation and culture.

This means that the approach to best practices may be different from one centre to another, based on financial means, local regulations, etc.

What matters is that each centre strives for the best possible outcome within its capabilities, and sees the strategies as helping guidelines to a long term goal, rather than boxes that need to be ticked in the fastest or easiest way possible.

Next Steps

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Every partner will be responsible for sharing the results of the project within their own country.

Firstly with the national organisation and other centres that they work with. The first aim of the project is to improve operations and program at the participating centres and then spread to other centres from the same organisations.

The second aim is to improve the operations and program at all Scout Centres in Europe (of which there are hundreds). To achieve this aim the partners must disseminate the findings to the World Scout Movement, which is best done through working groups and seminars held by the world organisation. Each partner will try to find ways to share the findings on local, national and European/ world level through their own existing networks. For this purpose, this very report is a crucial document as it will be distributed freely as an electronic document.

The participants are then required to share the project and results through their publications ie. websites, print and so on. The project and its results will be sent to local and national news outlets in each country.

Finally, when this report is finished, the participants will seek further ways to distribute it throughout Europe (and globally), through existing channels within the world associations.

Depending on reactions and support, it is possible to imagine the results of the project being validated and recommended by national or European bodies of the Scout Movement, and that further documents and input by the participating centres may be called for in the near future.

Shortly after the project was completed, Ulfljotsvatn was chosen to host the 15th European Guide and Scout Centre Manager’s Conference in 2017. The strong point of Ulfljotsvatn’s application to host the event was the centre’s involvement in this Best Practices project, which will itself be introduced to managers and representatives from dozens of European centres during the conference.

It is also notable that the participating centres have all expressed interest in continuing collaboration in similar projects, both with the partner centres in this project and others. It is

4 - Discussion

therefore very likely that further connections will be made throughout Europe as a direct and indirect result of the project, helping European centres to share ideas, values and practices.

It is a privilege to be able to influence young people’s lives, as the dedicated staff of European Scout centres do on a daily basis. But with great power comes great responsibility and part of shouldering that responsibility is to make sure we are doing the very best we can. Sharing knowledge, experiences, views and ideas with colleagues across Europe creates a strong foundation for each centre to build upon and should help increase the quality of work. This will directly help more young people to get a better educational and motivational experience when they visit such a centre. This is the true power of a European collaboration like this one.

It is the sincere hope of all the participants in this project that the findings and results of the project will inspire other centres in their work, but also to connect with others as we have, to develop their own ways of sharing and learning from each other.

Feedback The participants in this project are hopeful that this report provides a valuable set of recommendations to improve the safety and financial sustainability of Scout Centres across Europe, and ultimately ensure young people benefit as much as possible from their time at our Centres. The authors would welcome feedback on changes centres make, or benefits taken from any changes made. Please send any feedback to ulfljotsvatn@skatar.is

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5

APPENDICES

1 2 3 4 5 6 7

Detailed programme: Larch Hill

. . . . . . . .

38

Detailed programme: Houens Odde. . . . 39 Detailed programme: Vässarö . . . . . . . . . . 40 Detailed programme: Ferny Crofts. . . . . . 41 Detailed programme: Úlfljótsvatn . . . . . . 42 Activity Evaluation Form - front. . . . . . . . . 43 Activity Evaluation Form - back . . . . . . . . . 44

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Strategies for Best Practices at Scout Centres

Appendix 1 Detailed Programme - Larch Hill visit Date 24th

25th

Feb 26th

27th

28th

1st Mar 2nd 3rd

38

Day Tuesday

Time

Topics

20.00 - 21.00 Introduction to Project team and project process and plan.

21.00 - 21.15 Review of programme for the week 21.15 - 22.00 Project Criteria (Inclusion, safety, non-formal learning) 09.00 - 09.30 Final Introduction to team Re cap Project Criteria Management Structure (Professional + Volunteers), Booking Proceedures, Weekend management proceedures, payment 09.30 - 11.30 invoice system, Communications (Professional/ Volunteer) Overall Safety plan for the site 11.30 - 12.30 Indoor Accomoodations show/ tented villages discussion 12.30 - 13.30 Lunch 13.30 - 14.30 Activities Available on site, led and Instructed.

14.30 - 14.45 Equipment Hire, and proceedures, costs Wednesday Training proceedures, records and processes (Leed 14.45 - 15.15 instructors/assisting instructors) 15.15 - 15.30 Activity Equipment storage and Maintanence 15.30 - 16.00 Hire Equipment stores/ One Programme Equipment 16.00 - 17.00 Free time 17.00 - 19.00 Dinner 19.00 - 19.30 Daily review 19.30 - 20.00 Free time 20.00 - 23.00 Merry ploughboy Self led programme Orienteering, Tree Trail, Grass Sledges, 9.30 - 12.30 Obstalce courses, Geo Caching.

12.30 - 14.00 Adirondack Shelters and Changu Changu Stoves (Lunch) Thursday 14.00 - 17.00 Crates stacking and Climbing tower 17.00 - 19.00 Dinner 19.00 - 19.30 Daily review 09.30 - 13.00 Hiking routes (described route) Horse Shoe 13.00 - 14.00 Lunch 14.00 - 16.00 High ropes Fortadventura 16.30 - 17.30 Archery Friday 17.30 - 19.30 Dinner 19.30 - 20.00 Over view of events run by centre National Scout Center supporting programme (Focusing on 20.00 - 22.00 inclusion, Safety and non-formal learning) 22.00 - 22.30 Daily review 10.00 - 12.00 Eco Adventure Resources, Env awards, and Nature area 12.00 - 13.00 Eco Adventure programme practise 13.00 - 14.00 Lunch 14.00 - 15.00 Volunteer Staff Training Programme and Structure Saturday 15.00 - 16.00 Tree planting and Tree Scheme - Plant a tree(s) 16.00 - 17.30 Review technics and team building workshop 17.30 - 19.00 Dinner 20.00 - 22.00 Rainforest Golf - Dundrum (evening activity) 10.00 - 11.00 Review of evaluation criteria 11.00 - 13.00 Review Day 2 and address any question that arose 14.00 - 16.30 Review Day 3, 4 and 5 Sunday 16.30 - 17.00 Free time 17.00 - 19.00 Dinner 20.00 - 22.00 Draft Report, agree structure, and overview contents 09.00 - 10.00 Final evaluation of visit and items cover.

10.00 - 11.00 Draft Report Monday 12.00 - 12.30 Lunch 12.30 Trip to Dublin City Tuesday Return to Airport for relevant flights

Facilitator

Location

GF

Centenary Lodge

CMK GF CMK

Centenary Lodge Centenary Lodge Main House Hall

CMK/DOS Main House Hall CMK All CMK CS

Main House Hall Centenary Lodge Main House Hall Main House Hall

CS

Main House Hall

CS CS All All CMK All All

Stores Stores NA Centenary Lodge Centenary Lodge NA Local Pub

CMK CMK/CS CMK/CS All All CMK All CMK/RH ION All EC/CMK

Forest on site Outside on site Centenary Lodge Centenary Lodge Off site Hiking Centenary Lodge Outside on site Centenary Lodge Centenary Lodge Centenary Lodge

PL

Centenary Lodge

All EC EC all EC CK/PK GF All All All CMK/GF CMK/GF All All All CMK/GF CMK/GF All All CMK

Outside on site

Centenary Lodge Centenary Lodge Outside on site Centenary Lodge Millenium room Millenium room/ outside Millenium room Centenary Lodge Centenary Lodge Centenary Lodge Centenary Lodge Centenary Lodge NA Centenary Lodge Centenary Lodge Centenary Lodge Centenary Lodge Centenary Lodge Off site

5 - Appendices

Appendix 2 Detailed Programme - Houens Odde visit

08:00-­‐09:00

Lørdag 25/4

Søndag 26/4 Breakfast

Mandag 27/4 Tirsdag 28/4 Onsdag 29/4 Torsdag 30/4 Fredag 1/5 Breakfast Breakfast Breakfast Breakfast Breakfast

09:00-­‐11:30

Communication Houens Odde Introduction Safety 9:30-­‐11:30

11:30-­‐13:00

Lunch

Lunch

13:00-­‐16:30 Arrival

Tour de Odde

Houmænd Introduction Structure to booking and education and EVS

16:30-­‐17:00 17:00-­‐19:00

Evaluation Dinner

Dinner 18:00-­‐19:00 19:00-­‐21:00 Introduction Nature and Team building SCENES 19:00-­‐20:30 Spare time

Evaluation Dinner

International Evening

Excursion

Lunch

Evaluation Dinner outdoor cooking 17:00-­‐20:00

Mosen

Departure

Lunch Evaluation 13:00-­‐15:00 Team building 15:00-­‐17:00 Dinner

Dinner

Game night

Camp fire

Spare time

39

Strategies for Best Practices at Scout Centres

Appendix 3 Detailed Programme - Vässarö visit Erasmus Vässarö 4‐10 september 2015

Time 08:00

Friday

Saturday

Sunday

Monday

Tuesday

Wednesday

Thursday

Breakfast

Breakfast

Breakfast

Breakfast

Breakfast

Breakfast

Event ‐ confirmation

If an accident occurs

09:00 Arrival at Arlanda

Theory about intendentur, kitchen & bakery + tour around

The Swedish Scout program

09:30

10:00

Fika (typical ggod Denmark ‐ ? (mail us swedish word to know the arrival time) it means coffetime)

10:30

Island ‐ 12:30

11:00

England ‐ 13,30

11:30 12:00 13:00 13:30

Irland ‐ 13,50

14:30 15:00 15:30 16:00

Collaboration Vässarö ‐ Stockholm

Boat to Vässarö 16.15‐ Volonteers at Vässarö 16.30

Presentation Scouts in Sweden & in Stockholm

The program of Vässarö

Tour with a tractor around the whole island

20:30 21:00

Evening snack and evaluation of the day

21:30 22:00 22:30 23:00

Bookings during wintertime

Collaboration path and fika

Climbing wall and slackline

Dinner

We make dinner together with the staff ‐ typical Sunday dinner

Dinner

Leisure

Environmental Eco Water heating combined with crafts and knots box

Magasinet ‐ storage room

Evening snack and evaluation

Fika

Economic, policies and funds

Dinner

Evening snack and evaluation of the day

Evening canoeing and evaluation

If something happens during your trip to Stockholm Arlanda

40

Lunch

Evaluation, actionoplan, visits in the future

Sauna and bathing in the sea

Sannah Valdemar

Practice in the official site

Administration arrival Visitors x 3 Dinner

20:00

Lunch

BSTT

Hoepfully we can leave Arlanda at 14‐14,15

Dinner

19:30

Outdoor activites

Administration backoffice

Fika

17:00

19:00

Evaluation total of visiting vässarö and of course some fika

Sail out and have outdoor lunch

Accommodation

18:30

safe from harm

Trapper trail + we cook lunch outdoor

16:30

18:00

Clean and pack, lunch Fika

Lunch

14:00

Groups with special needs, miorities and HBTQ

+ 46 70 755 64 65 + 46 70 262 25 21

Evening snack and evaluation of the day

Arrival Arlanda ‐so you all are in time for your flights

5 - Appendices

Appendix 4 Detailed Programme - Ferny Crofts visit ERASMUS - Best Practice in Scout Centres 21st - 27th February Day/Time Group

0800

0900- 1030

30mins

1100 - 1230

60 mins

Risk Assessments (Activities) Team Building, Go Karts

Staff Training and Observations

Bushcraft

Review

30mins

1530-1700 UK Scouting Talk (National Scout Centres) Staff Structure and Volunteering Hampshire Scouting

15mins

Break

Depart Ferny Crofts

High Ropes

1330 - 1500

Visit Brownsea Island

Break

Self led Activities

60 mins

15mins

Booking Procedure / T&C's / Schools

Raft Building / Paddle Games

Break

Climbing , Bouldering, Abseil, Zip Wire

1100 - 1230

Visit Brownsea Island

1530-1700

Arrivals and Transport to Ferny Crofts

Break

History, Finance and Funding

30mins

Archery Tomahawks/ Shooting

Break

Saturday February 27th

0900- 1030

Break

Group Thursday 25th February Group Friday 26th February

Breakfast

Wednesday 24th February

0800

Activities Programmes

Visit Brownsea Island

Break

Day/Time Group

Breakfast

Tuesday 23rd February

0830 - Strategy, Aims, Values and Site Tour

Break

Group

Group

30mins

Arrivals and Transport to Ferny Crofts

Sunday 21st February

Monday 22nd February

1330 - 1500

1715-1830

1830 - Onwards

Welcome meeting and introduction to the week

Evening Meal Visit to local Pub

Visit Brownsea Island

Review Evening Meal Free Time

Operations and Risk Assessments (Site)

Review Evening Meal Free Time

1715-1830

1830 - Onwards

Free Session

Evening Meal Fish and Chips

Operating Procedures (Activities) Review

Review Evening Meal Free Time Review Evening Meal Free Time

Depart Ferny Crofts

Location Conservatory Conference Room Outside Activity

41

3/9

Strategies for Best Practices SAT at Scout Centres

4/9 SUN

5/9 MON

6/9 TUE

7/9 WED

8/9 THU

9/9 FRI Breakfast 08:30

Program

Appendix 5Practices Detailed Programme - Úlfljótsvatn visit Group: Best in Scout Centers Pax: Contact: Staying @:

10 KSU

3/9 SAT

Dining @:

KSU (Self-catered)

5/9 MON

6/9 TUE

4/9 SUN

Activity: Intro Hike Lunch 12:12

Traveling day

7/9 WED

Finance, booking, staff, facilities, volunteers etc.

1 2 Tea Tea 8/9 9/9 15:45 15:45 THU intro FRI & Welcome, Reveiw to Úlfljótsvatn and Report Breakfast Association (R&R) 08:30 Dinner Dinner Activity: 18:30 in Hrútey Intro Hike Chill Lunch 12:12 Traveling day

Finance, booking, staff, facilities, volunteers etc.

Tea Tea 15:45 15:45 Welcome, intro Reveiw & to Úlfljótsvatn and Report Association (R&R) Dinner Dinner 18:30 in Hrútey Chill

Allergies and food: 1x no seafood // 1x no gluten or whetestarch

Program

Group: Best Practices in Scout Centers 10 Pax: Contact: Staying @: KSU Dining @: 3 4 5 10/9 11/9 12/9 SATand food: SUN MON Allergies

KSU (Self-catered) 6 13/9 TUE

Breakfast Breakfast Breakfast Breakfast 1x no seafood // 1x no gluten or whetestarch 08:30 08:30 07:30 08:30 "Backroads" Excursion R&R Self-leds Day program Lunch Outdoor Lunch Lunch 12:15 Cooking (Packed) 12:15 Group: Best Practices Centers Team Building,in ScoutExcursion R&R Reykjavik 10 Climbing, Pax:& Honerary Day Contact: Abseiling Citicen badge StayingTea @: KSU Tea Dining KSU (Self-catered) Tea @: Tea 3 4 5 6 (Packed) 15:45 (Packed) 15:45 10/9 11/9 12/9 13/9 Reykjavik R&R Excursion Final SAT SUN MON TUE Day R&R Breakfast Breakfast Breakfast Breakfast Dinner Dinner Dinner Dinner 08:30 08:30 07:30 08:30 18:30 18:30 18:30 18:30 "Backroads" Excursion R&R Self-leds R&R Option: Hike Chill Farewell Day program to hot river evening Lunch telephones:Outdoor Lunch Lunch Emergency Elín: (+354) 694 7614 / Gummi: (+354) 895 2409 12:15 Cooking (Packed) 12:15 Team Building, Excursion R&R Reykjavik Day & Honerary Allergies and food: Climbing, Abseiling badge 1x Citicen no seafood // 1x no gluten or whetestarch Tea Tea Tea Tea (Packed) 15:45 (Packed) 15:45 Reykjavik R&R Excursion Final Day R&R Dinner Dinner Dinner Dinner 18:30 18:30 18:30 18:30 R&R Option: Hike Chill Farewell to hot river evening

7 14/9 WED

15/9 THU

16/9 FRI

15/9 THU

16/9 FRI

Breakfast 08:30

Program

42

Emergency telephones: Elín: (+354) 694 7614 / Gummi: (+354) 895 2409

Allergies and food: 1x no seafood // 1x no gluten or whetestarch

Traveling Day

7 14/9 WED Breakfast 08:30

Traveling Day

5 - Appendices

Appendix 6 Activity Evaluation Form - Front

Best Practices in Scout Centers

Project evaluation plan The main areas to look at are: Inclusion, Safety and Nonformal learning. This does not mean that you should not look at other aspects of the programs and ty to learn from them, please log any ideas and experiences you might have regarding the program and how it might be good or made better.

Scout center

Evaluation made by:

Date

Program activity

Short description of activity

Suitable time of year

Who is the activity for?

Staff requirements, numbers and training

Describe the time frame of the activity

Special considerations

Other arrangement details

43

Strategies for Best Practices at Scout Centres

Appendix 7 Activity Evaluation Form - Back

Best Practices in Scout Centers

How does the program activity address Inclusion?

How does the program activity address Safety?

How does the program activity address Non-formal learning?

Some of the strong points of this activity:

44

Some possible improvements to be made:

5 - Appendices

Participants in the Ulfljotsvatn visit.

45

Strategies for Best Practices at Scout Centres

46

47

From the Houens Odde viisit

In 2015 and 2016 five European Scout Centres took part in a project to identify best practices, focusing on three main categories: Safety, inclusion and non-formal learning.

The results of the project are four strategies for Best Practices in Scout Centres, each containing several recommendations for implementation.

These strategies are free to use for any Scout/Guide Centre that would like to improve or test their operations against the common findings of their colleagues from five established Scout Centres.