Online for Better Lives

Online for Better Lives
Interim Project Evaluation Report
December 2011
Produced for NOVA, New Opportunities
by
John Philip Regan

2
Contents
Introduction
1. Background to the project 3
2. The communities 4
Stable Way Residents Association
Al Hasaniya
3. The partners 5
NOVA, New Opportunities
Westway Development Trust
Royal Borough of Kensington and Chelsea
4. Delivering the project 6
Methodology
5. Background to the evaluation 7
Participatory Action Research
6. Research Tools 7
Examination of Documents
Case Study
Participant Observation
Findings
7. Sample of participants 11
8. Promoting the activity 15
9. Attendance 15
10. Softer indirect outcomes 17
Bibliography
APPENDIX 1
Lesson Plans for next year‟s SWRA activity
APPENDIX 2
Data captured though not used as part of this evaluation
APPENDIX 3
Flyer for the SWRA Digital Cooking Sessions
APPENDIX 4
Job Description for SWRA Support Worker

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Introduction
1. Background to the project
1.1. This digital inclusion project unites three community organisations, the local authority and a
social enterprise to work collaboratively for the first time to bring digital learning to two of the
most marginalised communities in North Kensington – people from the Irish Traveller
community and Moroccan women. The project builds on the substantial experience of
partners, with a flexible participant-led curriculum to maximise engagement and create
strong pathways to wider community involvement, volunteering, employment and formal
learning.
1.2. The primary aims of this project are threefold:
 Members of the Traveller community at Stable Way site and Al-Hasaniya Moroccan and
Arabic Speaking Women‟s Group develop digital literacy
 Participants progress from informal learning to formal learning
 Participants develop greater social and economic independence
1.3. This project sits well within a „Big Society‟ specifically encouraging people to take an active
role in their communities, giving communities more powers and supporting co-ops, mutuals,
charities and social enterprises.
Building on two years of groundwork, partners will combine their substantial specialist
knowledge to engage digitally and socially excluded participants. Developing from
grassroots those participating will work with trusted people and set their own agenda for their
learning journey.
The project encourages participants to embrace digital media, and become empowered as
they start to view things like the Internet as a powerful tool through which to achieve things
for themselves, their families and their communities. It engenders a positive can-do attitude
whereby participants gain the confidence, skills and understanding to access information
readily available on the Internet that can make an immediate, direct and positive impact on
their lives in areas of stated need and interest.
1.4. Online for Better Lives is to be delivered in two distinct phases.
- Phases one. Outreach sessions designed around the communities need. Teaching will
be through experiential learning, dividing learning into bite size chunks to maximise
success and build confidence through successful achievement of goals, making use of
digital media (cameras, mobiles, laptops) to inspire a give a taste for further learning.
- Phase two. Delivered in-house at NOVA and bringing participants into a mixed-
community environment. Supported by the same tutors and volunteers with whom they
have built up a relationship participants will be able to integrate at their own pace and
take up other opportunities from the wide range available as their confidence and skills
grow.

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2. The communities
Stable Way Residents Association (SWRA)
2.1. Made an official local authority site in 1976, Stable Way (formerly the Westway Travellers
site) has for centuries been a traditional stopping place for Gypsies and Irish Travellers
(Griffin, 2008). With 19 bays and a community Hut, it is now home to Irish Traveller families
comprising approximately 100 people.
2.2. Meeting informally as a group since autumn 2008, the Stable Way residents constituted
themselves as a Residents Association in August 2010. In its first year the Association has
has a bank account, public liability
insurance, safeguarding policies and
secured in partnership, a number of
small grants towards funding cultural,
sporting and learning activities.
2.3. Gypsy and Traveller communities are
among the UK„s most marginalised
groups (Cemlyn et al, 2009) with
children/young people and adults
experiencing the very worst in
educational opportunities. Successive
research, policy and guidance
materials have recognised the
difficulties faced by Traveller people
both in accessing education and in
achieving in line with others (DCSF,
2009). A recent Interim report by the
Westway Development Trust (Regan
and Ahmed, 2011), into the Learning
Needs and Opportunities for Irish
Traveller families on Stable Way,
showed how less than 20% of adults have any formal qualifications. Digital inclusion was
identified in the report as a key area in tackling Irish Traveller exclusion from education.
Al Hasaniya
2.4. Al-Hasaniya Moroccan Women's Centre has served the needs of Moroccan and Arabic-
speaking women and their families in London and the UK for more than 25 years.
2.5. The aim of the organisation is to provide support in all matters concerning the health,
welfare, education and cultural needs of Moroccan and Arabic-speaking women and their
families. It seeks to encourage and help client‟s access mainstream services and to promote
positive citizenship and greater understanding amongst communities.
2.6. The Moroccan women users of Al-Hasaniya experience poverty, disadvantage and
inequality. Many of the women are victims of domestic violence, which is highly prevalent in
the Arabic-speaking community and often considered to be an acceptable phenomenon. The
women find it difficult to access mainstream services and ask for the help they need. Al-
Stable Way Residents Association Aims & Objectives
 To promote the interests of all residents on Our Site, and to
assist in maintaining good relations between all members of
the community.
 To promote all residents rights in the maintenance and
improvement of Our Site conditions, amenities and the
environment.
 To promote good site management
 To ensure residents on Our Site are fully consulted as part of
any site development and that any such development does
not further isolate or marginalise resident families.
 To ensure that the Hut is properly positioned on Our Site and
provides learning opportunities for all members of the
community.
 To promote fun and creative, social activities for all members
in the community.
 To represent decisions of the Stable Way Residents
Association to various agencies / bodies delivering services
in the area.

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Hasaniya's work seeks to encourage and enable the women to integrate and participate fully
in their communities outside the centre, with the long-term objective of helping to prevent
current problems from perpetuating themselves in future generations.
2.7. Al Hasinaya have worked with NOVA in the past delivering ESOL and IT sessions. However
one of the barriers for this project to overcome is developing sustained relationship with the
clients to ensure regular attendance and completion of courses.
3. The partners
NOVA – New Opportunities (NOVA)
3.1. NOVA is a registered charity whose mission is to help committed and motivated individuals
to develop and fulfil their skills, confidence and employment potential; bringing about real
and lasting change in people‟s lives by addressing each and every person as an individual
and seeking out ways to best support that person to reach their goals.
Westway Development Trust (WDT)
3.2. The Westway Development Trust was formed in the 1970s, to take on the challenge of
regenerating and managing the land under the newly constructed A40 motorway as it cut
through North Kensington. Nearly forty years on much of the land has been regenerated, but
there is still plenty to do.
The community programme that we deliver has become the major focus for the charitable
community in North Kensington, and the continuation of this programme is reliant on the
Trust maintaining its enterprise.
As well as being a pioneer of community ownership for major public assets (although many
saw the land as a liability) the Trust was created to be a pioneer of social enterprise; to use
its initiative to generate income in order to deliver a programme of community benefits to the
residents of the Royal Borough of Kensington and Chelsea.
Royal Borough of Kensington and Chelsea
3.3. Following a strategic review of services for Gypsies and Travellers in the Royal Borough,
conducted by Supporting People, a post of Development Manager for Gypsy, Roma,
Traveller communities was created. I have been postholder since August 2008. It is widely
acknowledged that Irish Travellers experience some of the worst outcomes in health,
education, training and employment and are over represented in the prison population in the
UK. Working in partnership with both statutory and voluntary agencies to support and
promote opportunities for the Irish Travellers living on Stable Way (formerly known as
Westway Travellers‟ site) has been a key element of the work of the postholder.
Westway Development Trust (WDT) and more recently Nova, New Opportunities have been
providing services to the Traveller community. Following the establishment of the Stable
Way Residents Association, in which WDT outreach played a significant part, the community
has been able to apply for charity grant funding. The first two successful applications
enabled every household to have access to a computer and a broadband connection. This
in itself improved the access to learning materials of families with children but it was
recognised that many of the adults were hampered by poor literacy and lack of basic IT

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knowledge. The successful application for the “on line” project has extended the horizons of
the large group of adults and young adults who have taken part in the initial activities. The
group is going from strength to strength and individual members are, in turn, able to take
their learning back to their families and extended families
4. Delivering the project
4.1. The initial application to ACLF in July, 2011 was unsuccessful however towards the end of
August, 2011 NOVA, New Opportunities received a surprising email from the ACLF
informing them that in the light of the overwhelming response, the quality of many of the
unsuccessful bids and the important contribution of the Fund in developing and reforming
Informal Adult and Community Learning over the coming year, the Skills Funding Agency
has agreed to fund a small number of additional projects, one of which was the proposal by
NOVA. While greatly welcomed this late notice meant that partners in the bid had to
hurriedly prepare for a September launch of the project.
4.2. In early September partners met with the two community organisations to agree the
identified needs and articulate what opportunities this project provided to meet those needs.
From that conversation it was decided that a programme of very informal digital awareness
should commence with both community organisations from late September – early October.
4.3. With Al Hasinaya an in-house,10 week programme of Informal ICT Learning and celebration
commenced on the 3rd
October 2011. The programme was tailored to respond directly to
the participants needs with intensive support provided by NOVA and AL Hasinaya staff.
Keyboard skills, uploading and manipulating pictures, Skype, email and online searching
were all areas that could be covered as part of these informal ICT sessions.
4.4. With the SWRA community the approach was slightly different. The community had
identified that the type of provision they needed was things that would have an immediate
real life impact and two areas of interest were identified – Driving Theory and Cooking. It
was clear that during the initial engagement stage of the project, digital literacy would be
delivered more by stealth, than direct teaching and learning. A 10 week Driving Theory
programme commenced on the 17th
September at NOVA. Participants practiced their
Driving Theory online, developing their digital skills in keyboard and mouse use and online
searching. In the event the Driving Theory sessions were cancelled after 6 weeks, due
largely to the non-attendance of participants for 3 consecutive weeks.
A digital cooking programme of activity started on the 2nd
November 2011 at the Latymer
Christian Centre (a community venue in close proximity to Stable Way). While Cooking was
the hook, the sessions had a digital literacy element to them. Laptops and digital cameras
were brought into the cooking sessions and participants encouraged in setting up email
accounts to send one another recipes; take, upload and manipulate pictures of the cooking;
and search the web for new and exciting recipes. NOVA and WDT provided intense support
to participants throughout this programme.

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Methodology
5. Background to the evaluation
5.1. In May 2011, the Westway Development Trust delivered an Interim Report into the Learning
Needs and Opportunities of Irish Traveller families on Stable Way (Regan and Ahmed,
2011). That report helped inform partners understanding of the challenges faced in
engaging Irish Travellers in education and influenced this subsequent NIACE funding
application. Given that the WDT‟s research is ongoing it was seen as appropriate to bring
evaluation of this project within that remit.
5.2. The WDTs has a Participatory Action Research methodology. This approach has its roots in
the educationalist work of Paulo Freire (1970). Developing a theoretical framework that
shared the basic premise of adult education, that adults have control over the content and
form of their education, this dialogical approach to adult education engaged individuals in
critical analysis and organised action to improve their situations. In these
dialogues,”educators” and “students” move toward a critical consciousness of the forces of
oppression and the possibilities for liberation.‟ (Pant, undated p.95).
5.3. In accepting the premise that Participatory Action Research is a way of “improving and
informing social, economic and cultural practice” (McTaggart, 1997, p.26), the role of
participants is central, otherwise an outside, often „expert„ view can prevail creating further
cycles of dependence. Based on the principle that those people best able to research,
understand, explain and address any issue are those that experience it every day, the
evaluation aims to build on the critical awareness and action of the participants themselves.
5.4. With Al Hasaniya members and Stable Way residents you have two of the most marginalised
communities and research without actual change would have a much reduced value. The
research adopts the premise that alternative theories of education need to be more
praxelogical, adopting concrete practices that challenge the traditional. The task for
alternative education is thus not merely to advocate for an alternative paradigm, but to show
its possibility and practicality.
5.5. It is accepted that because the evaluation is based within wider research into the learning
needs and opportunities of Stable Way residents, it has a deeper understanding of the
issues faced by Irish Travellers. This evaluation should be guarded against being skewed in
favour of that community and look to provide a balanced evaluation of both the Al Hasinya
and SWRA communities‟ participation.
6. Research Tools
6.1. Action Research is more of a holistic approach to problem-solving, rather than a single method
for collecting and analysing data. Thus, it allows for several different research tools to be used as
the project is conducted. Tools utilised for this study include:
Examination of documents
6.2. An examination of documents was undertaken. This included NOVA registration forms,
attendance registers and Al Hasinaya and SWRA literature and web site. The examination

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was particularly concerned with a wide picture of the community organisations while
investigating the levels of participation and impact of the project on SWRA and Al Hasinaya
communities.
Case Studies
6.3. The term can refer to an event, an activity or even an individual. It is an empirical inquiry that
investigates something „within its real life context using multiple sources of evidence.‟
(Yin, 1989)
6.4. The evaluation has interviewed and followed some of the participants on their learning
journey and presented them here as case studies to further understand the impact that this
project has had on their lives.
Case Study: Aicha Bendayhia
Aicha, a single parent Moroccan woman, first came to the UK in 2007. Extraordinarily articulate she speaks four languages – French,
Moroccan, Arabic and English.
In the past she has done sessions with NOVA – New Opportunities, attending an „Introduction to ICT‟ at Homefield House, Early Years
Centre and then progressed onto start a literacy course, „although when [she] became pregnant had to give up the course.‟
Al Hasinaya contacted her about these NOVA sessions, explaining that people are at different levels in their learning. Being advanced
in ICT and multi-lingual, Aicha is able to expertly support the other women in the group. Since re-entering learning her confidence has
grown and she is looking to start volunteering with NOVA on this NIACE project from January. As she explains, „I am volunteering to
gain experience because I want to work..[The volunteering] gets me experience and understanding, learning patience that everyone is
different while at the same time refreshing my own learning.‟
Aicha describes how important childcare is to be able to develop her learning and gain employment. It is only because her child
attends the crèche provided by the project at Al Hasinaya that she is able to attend these sessions. “When NOVA goes to somewhere
with a crèche there are a lot of people going, though without a crèche it is difficult. The lack of childcare provision is a barrier to
employment. Aicha explains that she is “hoping to get work, though at the moment [has] a child and the part-time nursery hours don‟t
allow enough time to do things outside of childcare”
Case Study: Lena Moussa
When Lena started the NOVA programme she readily admits that her digital literacy was limited. Although she had started to study
Business and Computing, this had stopped when she got married and had a son. When her son was 3 months old she was diagnosed
with Multiple Sclerosis and has battled to get that properly treated in the UK. Indeed she had to return home to Lebanon to get
diagnosed. Lena has been living with MS for 13 years.
Lena heard about the NOVA provision from Mona (one of the support workers at Al Hasinaya) whilst attending the centre for benefits
support. The main reason for attending the sessions was to see if she was able to study, given the symptoms of MS - partially sighted
and unable to walk unaided.
She has attended the NOVA programme every week and learnt to use Facebook (which helps with keeping in touch with my friends
and family), emailing and keyboard skills. She readily acknowledges that whilst she had some basic computer skills she has not
practiced these since being diagnosed with MS. The time on the NOVA sessions has helped refresh these, giving her the confidence
to continue learning. “During my time with NOVA I have developed the skills and confidence in myself to use computers. I maybe
needed someone to push me and give me some advice.” Adiyam, the NOVA tutor has been hugely influential and helped with the
transition back into learning, with for example, supporting Lena in making computing more accessible, showing her how to make the
screen bigger so she can read from it.
Lena is proud that she is “doing something with this life. I wanted to write a book that documents my experiences – though fictional. If I
learn how to use a computer to write it down then I can do this by myself.” Though here longer term aspiration is to write a book that
documents her experiences from a child, the NOVA programme has given her a taste for learning. After Christmas, Al Hasinaya is
delivering workshops around embroidery and Arabic Class (writing Arabic) and Lena is looking to be part of this. She is also interested
in clothes design and jewellery design and will be hoping to do some of this in the New Year.
She explains that the “most important thing for me is feeling more comfortable and keeping busy. In my mind I have something to do
on a Monday. “

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Participant and Observer
6.5. To help inform the evaluation two of the ten sessions were observed at Al Hasinaya, and all
the Cooking and Driving Theory sessions participated in with SWRA. This has helped
provide a deep understanding of the learning journeys of SWRA community and a broad
understanding of those at Al Hasinaya. During the second term of sessions (Jan – Mar
2012) the aim will be to participate in the sessions at Al Hasinaya and take a more
observational role with the sessions for the SWRA community.
6.6. The two sessions observed with Al Hasinaya took place on the 7th
November and 5th
December, 2012. The observations revealed some barriers to learning and at the same time
provide a model of practice that has resulted in participants already looking to develop their
learning beyond this project.
Al Hasinaya Observation: 7
th
November 2011
Entering Al Hasinaya for the first time I was struck by how welcoming the space was - the room was peaceful, well conditioned and
well resourced. Eight laptops with internet connection were set up and two tutors from NOVA were on hand to provide support.
On this day 3 women attended, though as I listened and spoke with the participants and tutors I was informed that it was the day
after Ede and many of the usual attendees perhaps were absent due to the previous days celebration.
The delivery of the session was very informal with the women independently taking forward their learning. There were no taught
elements with learning taking place on a one to one basis and in response to what the participants were interested in exploring. It
was clear that differentiated learning was taking place – one person setting up emails, another uploading pictures and another
developing their keyboard skills. Learners are encouraged to engage with the project at their pace and around their specific needs.
Each learner has an Individual Learning Plan that is updated weekly. Updates include learning taken place (learner achievement)
and homework. The tutor encourages learners to rehearse learning from the sessions at home. One session a week does not
necessarily allow individuals to rehearse enough and if no homework has been done then the learning can be forgotten.
A crèche facility paid for by the NIACE project was available and on the day attending 1 child was making use of this facility. In
speaking with the 3 women attending it was clear that for at least one of them, the crèche was key in enabling her to attend the
sessions.
The session lasted roughly 2 hours and finished with lunch and an opportunity for tutors and participants to socialise together –
strengthening their relationship.
Al Hasinaya Observation: 5
th
December 2011
Returning to Al Hasinaya for this observation, I was greeted by the same welcoming atmosphere.
On this day again only 3 women attended, though whilst speaking with participants it was explained that this was part of 2 days
fasting in the Islam Calendar and people were unlikely to come because of this. It struck me that perhaps in planning these
sessions more attention should be paid to the religious calendar and conflict with specific holy events avoided.
The delivery of the session maintained the informality I had witnessed on my previous visit with one of the participants supporting
the other two women with emailing and picture transfer from mobile to PC, alongside the NOVA tutor. In talking with tutor about
this, she explained to me that language was sometimes a barrier and that the student who was helping the other two women was
both ICT competent and multi-lingual. Indeed the student had enquired about volunteering opportunities as part of the project and
would be looking to start in that role with NOVA in the New Year.
The crèche facility again was only attended by 1 child. I asked the tutor about how much value for money this was and she
explained that they had explored moving the crèche to NOVA so that other users cvould make use of the resource this term though
this had not been possible, largely because of Insurance restrictions of AL HAsaniya which required the facility to be on their site.
The session lasted 2 hours and again finished with lunch.

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6.7. In discussing with SWRA about their learning needs it was clear that digital literacy could
best be delivered whilst hooked onto something that served the communities practical
needs. Driving theory and cooking were areas identified as needed by the SWRA
community.
SWRA Participation ‘Driving Theory’: 17
th
September – 14
th
November, 2011
SWRA had been delivering Driving Theory sessions though they had come to an end over the Summer, 2011. In discussing this
project it was suggested that re-starting these would be a good opportunity to introduce SWRA community to the NIACE project.
In the lead up to these sessions there was discussion with the SWRA community about where best to deliver these sessions.
Initially the feeling was to deliver on site at Stable Way however when the residents saw the NOVA facilities, the decision was
made to deliver them there.
The sessions were delivered by a professional driving instructor, who was funded through the WDT and supported by staff from
NOVA and WDT. The sessions were delivered through a Driving Theory DVDs purchased through the project. In accessing the
DVDs participants developed their digital literacy and IT skills in, for example, turning on and navigating the computer, loading the
DVD, keyboard use and searching the internet to, for example, identify the nearest testing centre to them. Participants also set
up email accounts themselves in order for them to book their Driving theory test.
In the event 12 people participated in these driving theory sessions and 3 people passed their driving theory test. After 3 weeks
of no attendance by any participants the Chair of Stable Way Residents Association, took the decision to halt the sessions after
only 6 weeks.
SWRA Participation ‘Digital Cooking’: 2
nd
November – 5
th
December, 2011
In responding to an identified need around cooking the project looked to take a creative and innovative approach in delivering
digital literacy through cooking. Sessions were delivered by WDT/NOVA and RBKC and held at the Latymer Christian Centre,
close to Stable Way.
Each session involved demonstrating and cooking a new recipe and sharing a meal together at the end. The digital element of
the project was delivered through a mobile suite of computers provided by NOVA and digital still and moving cameras.
Participants were encouraged to take pictures and upload and manipulate these on the laptops. Additionally most participants set
up an email account to share images and recipes.
In the event 27 members of the SWRA community attended the sessions (this included 6 young people and 21 adults). The
sessions were hugely vibrant, fun and informative however some of the learning was that with such large groups (at one session
there were 17 people) it was difficult to support people‟s individual learning.
The women involved decided that they would like to continue with the cooking theme nextyear and design and produce a
cookery book (lesson plans for this attached in Appendix 1)

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Findings
7. The sample of participants
7.1. In total 42 people have been directly impacted by this project so far – 12 from Al Hasinaya
and 30 from SWRA. Indirect impact has been more difficult to measure though it is clearly
the case that the Online for Better Lives has had an impact outside of just those participating
at the sessions and this will be discussed later in this section.
7.2. Of these 42 people, 27 have completed a NOVA registration form – 10 from Al Hasinaya and
17 from Stable Way. It is worth noting that some of the registration forms contained only part
information. Reasons for this include; participant‟s low levels of literacy, English as a second
language and a genuine suspicion about how the data will be used. Particularly amongst the
SWRA participants there was a voiced concern that the data required was intrusive and why
would data on for example, „sexual orientation‟ be needed.
7.3. The findings presented here are based largely on those 27 people completing the NOVA
registration forms. However, were possible other forms of evaluation – attendance registers,
feedback from tutors, conversations with participants – will be used to support this
information and provide as full a picture of participation as possible.
7.4. The sample has almost unanimously been made up of women - more than 95% of
participants were female. In many ways this is to be expected. The community at Al
Hasinaya is a Moroccan or Arabic speaking Women‟s Group and with the SWRA community,
from the experience of partners, it is highly usual for the women in the community to initially
become involved in activity.
TABLE 1: Breakdown of participants by gender
Male/Female Number of
responses
Al Hasinaya
Completed Registration
Female 10
Al Hasinaya
Not completed
registration
Female 2
SWRA
Completed Registration
Female 15
Male 2
SWRA
Not completed
registration
Female 13

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7.5. The age demographic of participants was spread although there was a marked difference
between the two community cohorts, with a much younger demographic participating from
SWRA. With Al Hasinaya at least 40% of participants were above age 46, whereas with the
SWRA participants at least 87% of participants were aged 45 or younger. In recognising
that some of the SWRA sessions were based around completing their Driving Theory, it is
perhaps understandable that those participating will be generally younger.
TABLE 2: Breakdown of participants by age range
Age range Number of
responses
Al Hasinaya 16-25 1
26-35 1
46-55 1
56-65 3
No data 4
SWRA 16-25 10
26-35 2
36-45 2
No data 3
7.6. The sample‟s ethnicity very much reflected the target audience of this project. The majority
of participants being either Moroccan (70%) of the Al Hasinaya cohort or of Irish Traveller
heritage (88% of the SWRA cohort).
TABLE 3: Breakdown of participants by ethnicity
Ethnicity Number of
responses
Al Hasinaya Any Other, Moroccan 7
Black or Black British -
African
2
Any Other, Arab 1
SWRA Irish Traveller 15
Irish 1
British 1

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7.7. Amongst the total sample of participants, 22% indicated that they had a disability. 30% of
the Al Hasinaya cohort indicated that they had a disability. With the SWRA cohort just more
than 17% indicated they had a disability or disabilities that included Mental Health
Difficulties, Learning Difficulties, Disabilities or Differences and Long Term Health
Conditions.
TABLE 4: Breakdown of participants with a disability
Disability yn Number of
responses
Description of disability
Note that participants may have
indicated more than one disability
Number of
responses
Al Hasinaya Yes 3 Mental Health Difficulties 2
No 7
SWRA Yes 3 Mental Health Difficulties 1
No 10 Learning Difficulties,
Disabilities or Differences
1
Long Term Health Conditions 1
No data 4 Other – prefer not to say 2
7.8. In total 51% of all respondents indicated that they were lone/single parents. With the Al
Hasinaya cohort 60% and with the SWRA cohort 47%, identified themselves as being
lone/single parents. Given that the UK national average is in the region of 21% (Eurostat,
2011) of households headed by a single parent, these figures help indicate the extreme
marginalisation and risk of poverty of the groups engaged in this project.
TABLE 5: Are you a lone parent?
Lone parent yn Number of
responses
Al Hasinaya Yes 6
No 4
SWRA Yes 8
No 8
No data 1

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7.9. More than half the participants (51%) indicated that their sexual orientation was heterosexual or
straight. There was a high incidence of no response to this question with 40% of respondents
providing no data or preferring not to state their sexual orientation. There were remarks that this
question was intrusive with one respondent asking to „why the data was needed when this was
about computer skills?‟
7.10. There was a very high incidence of unemployment amongst participants. Nearly 65% of the
SWRA cohort indicated that they were NEET or Unemployed. When considering that nationally
in the UK the Unemployment rate stands at roughly 8.3% (ONS, Oct 2011) this is a stark
reminder of the extreme marginalisation of this community.
TABLE 6: How would you describe your sexual
orientation?
Sexual
orientation
Number of
responses
Al Hasinaya Other 1
Prefer not to say 1
Heterosexual or
Straight
2
No data 6
SWRA Heterosexual or
Straight
12
No data 4
Other 1
TABLE 7: What is your employment status?
Employment status Number of responses
Al Hasinaya No data 10
SWRA Not in Employment,
Education or Training
10
No data 4
Unemployed 1
Self-employed 1
Other - housewife 1

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8. Promoting the activity
8.1. The activity was promoted in a number of ways. With the SWRA this included regular
updates at the Resident Association monthly meetings, both WDT and RBKC promoting the
activity as part of their site visits and a flyer being produced that went into every families
home on Stable Way (see Appendix 2). The vast majority of particpants reported leanring
about the programme through „word of mouth‟
At Al Hasinaya clients were individually telephoned and informed about the activity, while
others were informed by staff as they added the centre. This was clearly shown through the
response by participants when asked about how they came to know about the project. At
least 70% indicated that learnt about the programme through Al Hasinaya.
9. Attendance
9.1. Attendance has varied across the different programmes offered as part of this project. There
are a number of reason for this, including people being absent through sickness, the
sessions clashing with religious dates, family/community issues away from the sessions and
conflict between attendees.
9.2. In total 12 participants attended the NOVA 10 week Informal ICT programme from Al
Hasinaya. Participant‟s attendance varied from attending one session (16% of participants)
to all sessions (8% of participants). On average Al Hasinaya participants attended nearly
50% of all sessions.
TABLE 8: How did you hear about the project
How did you hear Number of
responses
Al Hasinaya Other – Al
Hasinaya
7
No data 3
SWRA Word of mouth 10
No data 6
Other - WDT 1

16
9.3. In total 12 participants attended the planned 10 week Driving Theory programme from
SWRA community. At the time of writing a weekly register was not available for this
programme and this will be something that is captured as part of the full evaluation in March
2012. Participation in the sessions dropped off after week three, so much so that by week
six, and with 3 weeks of no participants, the Chair of the SWRA decided to cancel the
sessions. Reasons for the non attendance include participants gaining their Driving Theory
and so no longer needing the provision (3 participants) and difficulties with childcare.
9.4. In total 27 participants attended the 10 week Digital Cooking Programme from SWRA
community. Participant‟s attendance varied from attending one session (18% of participants)
to attending nine of the ten sessions (7% of participants). On average participants attended
40% of all sessions.
*NOTE THAT ADDITIONAL DATA CAPTURED THOUGH NOT USED FOR THIS INTERIM
EVALUATION IS CONTAINED IN APPENDIX 2

17
10. Softer (indirect) outcomes
10.1. It is clear that engaging with such marginalised communities provides additional challenges,
though also provides unanticipated outcomes.
10.2. The strong partnership between Al Hasinaya and NOVA has helped re-engage women into
learning in a way that, even staff from Al Hasinaya are surprised with. In an interview with Al
Hasinaya it was put that in the past, the challenge has not been the initial engagement but
sustaining that participation to complete and progress onto other learning. With this
programme it has been different, with Al Hasinaya staff taking requests from participants for
additional IT sessions, CV preparation and ESOL classes.
A remarkable outcome is that 4 of the 12 women (33% of participants) are to enrol on an Al
Hasinaya ESOL class in the New Year.
Further unanticipated outcomes include at least 2 of the Al Hasinaya participants having
expressed desire to become volunteers with this and other projects in the New Year.
10.3. With the SWRA community the initial request for the community to identify their learning
needs provided some things that were simply outside the scope of this work, however in
partnership the project has been able to respond. 3 men on Stable Way identified that they
wanted to pass their HGV license to help with securing employment. RBKC Supporting
People took these requests and has subsequently identified a course through their Children
and Family Services to respond to the request.
Further, 7 of the men within the SWRA community identified Health and Safety on Building
Sites training, again to help with gaining work. While the project was not able to directly
provide this training, NOVA purchased Health and Safety CDs that the men can study
independently at home in their own time.
Finally in order to help with ensuring involvement from the SWRA community, one man was
engaged on a fixed term contract by WDT as a community development support worker (See
Job Description and Person Specification in APPENDIX 3). He is receiving intensive support
and mentoring from WDT and RBKC to help with this role and already has had a huge
impact in helping with attendance at the Digital cooking Sessions. He has also attended ICT
training with NOVAand this is ongoing.

18
References
Cemlyn, S, Greenfields, M, Whitwell, C and Matthews, Z, (2009), Inequalities experienced by Gypsy
and Traveller communities: a review. (Research Report no. 12), London: Equality and Human
Rights Commission, Available at:
http://www.equalityhumanrights.com/uploaded_files/research/12inequalities_experienced_by_gypsy
_and_traveller_communities_a_review.pdf [28 Nov, 2011]
Department for Children, Schools and Families, (DCSF) (2009) Improving Educational Outcomes for
Gypsy, Roma and Traveller Pupils - What works? Contextual Influences and Constructive
Conditions that may Influence Pupil Achievement, London: HMSO. Available at:
http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR170.pdf [20 Nov, 2011]
Eurostat (2011), News Release, Available at:
http://epp.eurostat.ec.europa.eu/cache/ITY_PUBLIC/3-27102011-AP/EN/3-27102011-AP-EN.PDF
[20 Dec 2011]
Freire, P (1970) Pedagogy of the oppressed, New York: Herder and Herder
Griffin, C (2008), Nomads Under the Westway - Irish travellers, Gypsies and other traders in West
London, Univ of Hertfordshire Press
McTaggart, R (Eds.), (1997) Participatory Action Research – International Contexts and
Consequences, New York: Albany
Office for National Statistics (2011), Key Figures, Available at: http://www.ons.gov.uk/ons/key-
figures/index.html [9 Dec 2011]
Regan, P and Ahmed, A (2011), A Way to Inclusion? A study into the learning Needs and
Opportunities of Irish Traveller families on Stable Way [Interim Report], Westway Development
Trust
Pant, M (undated), Participatory training methodology and materials, Available at:
www.unesco.org/education/aladin/paldin/pdf/course01/unit_12.pdf [11 Dec 2011]
Yin, R (1989), Case Study Research, California: Sage, pp. 22-26.

Appendix 1: Lesson Plans for Cooking Book activity with SWRA
LESSON PLAN1
Course Details:
Cookery/ICT for Stableway
Tutor:
Phil Regan/Lizzie Buckley
Code(s): Date: Monday
Time: 5-7pm
Aims: Widening access to digital and other important skills,
connecting non-formal learning opportunities with formal learning,
creating and enabling opportunities for individuals and
communities to develop social and economic independence.
Encourage confidence in individuals and the group by using
technology to support this sharing, and demonstrate how it can be
an accessible, reliable and useful tool in everyday life.
Objectives:
Create an environment where the female residents are able to spend
time together. Encourage individual and group participation through
sharing ideas and recipes. Build confidence by using existing
technologies (laptops, camera phones) as well as by introducing new
(Nova PC‟s, cameras, flip cameras).
Overall Objective: Create a Recipe Book
Time Task Task Details / Rationale Resources
5pm –
5.30pm
Open a new document
Locate the start button, word, new document. Idea is to show how
each participant can create a digital page and how to write up
recipies digitally. Each student to write up a recipe of their choice
from the recipes cooked at the Latymer Centre Session.
Flip chart with hand drawn
diagrams of the start button,
and start button window. PC or
laptop for each student.
Handout with written recipes
for each student.

20
Tutor, classroom assistant,
students
5.30-
6pm
Keyboard and typing
skills
Identify the qwerty keyboard, understand the space bar, shift key,
caps lock, back space, delete, return. Encourage the students to
practice recording digitally what they know already, ie the huge
variety of dishes they will already know how to cook, as well as be
able to take note of new recipes that they enjoy.
Dismantled querty keyboard.
Recipe handouts
PC/Laptops
Tutor
Classroom assistant
Students
6pm –
6.15pm
break
6.15pm
–
6.45pm
Styling Text Encourage the students to be creative with the look and
appearance of their work, introducing tabs, font, bold, italic and
underline. Students will use the mouse to highlight text and then
select different text styles to mirror how they would like their recipe
page to appear
Recipe handouts
Recipe books
Worksheet prepared showing
how different styles of text are
used to write up different types
of recipe
students
6.45pm-
7pm
Send Students to send their recipes to a friend and the tutor. Encourage
the students to communicate digitally, as well as store information
using emails, thinking about the difference between talking about a
PC/Laptop
students

21
recipe, writing it down, and cooking from memory. Email addresses
Homework:
Send and receive emails from Tutor
Differentiation options:
Extra items covered (e.g. vocabulary):
File, (digital) Window, Desktop, Application, Junk Mail
Evaluation/comments:
*Please note: Tutors, classroom assistants and the students are always considered to be resources

22
LESSON PLAN2
Course Details:
Tutor:
Time: 5-7pm
opportunities for individuals and communities to develop social
and economic independence. Encourage confidence in
individuals and the group by using technology to support this
sharing, and demonstrate how it can be an accessible, reliable
and useful tool in everyday life.
Objectives:
Create an environment where the female residents are able to spend
time together. Encourage individual and group participation through
sharing ideas and recipes. Build confidence by using existing
technologies (laptops, camera phones) as well as by introducing new
(Nova PC‟s, cameras, flip cameras).
5pm-
5.30pm
Opening Attachments Group to reconnect with ideas, recipes and discussion, think about
how they can store and retrieve information, and about what kind of
book could be created. Raise any concerns about finding the time
to access email when outside the session, or if accessing email at
home was a problem, eg finding time for themselves on a family
PC.
PC‟s/Laptops
Email accounts
students
5.30pm-
6pm
Discussion and typing Each student has at least one fully typed recipe sheet, and is able
to imagine and talk about how they would like their recipe to
appear in the recipe book. Discussion may focus on creating a look
that fits with the group, all the same or different? Ideas about the
purpose of the recipe book, to mark the end of the course, as a
Printouts of recipes
Dismantled querty keyboard
PC‟s/Laptops

23
possible gift for family, as a potential fundraiser? Tutor, classroom assistant,
students
6pm –
6.15pm
Break
6.15pm
–
6.45pm
Working with digital
photographs
Group to reconnect with images from cooking sessions at Latymer
Centre, by locating them in the pictures library at Nova or from a
disk. Each student to find a photograph that they would like to use
with their page of the recipe book. Discussion about finding
alternative ways to make interesting images, google image search,
drawings.
6.45 –
7pm
Projecting Images and
discussion
Group to come together and choose images they like the most,
tutor to project onto Smartboard. A good opportunity for the group
to talk about what kind of images they like, how images work for
them, and can speak to and for them. Looking ahead to the recipe
book, is it as much a visual diary of something that happened, or a
way of remembering ingredients, or of celebrating the new recipes.
Group to think about how the difference between the images on a
large scale and on screen, and how they will appear printed in a
recipe book.
PC‟s/Laptops
Tutor, classroom assistants
Students
Flip chart
Disks
Smartboard
Homework:
Find an image that you like bring to next weeks session.

24
Extra items covered (e.g. vocabulary): attachments, qwerty, image, appearance, projection

25
LESSON PLAN3
Course Details:
Tutor:
Time: 5-7pm
Objectives: Create an environment where the female residents are
able to spend time together. Encourage individual and group
participation through sharing ideas and recipes. Build confidence by
using existing technologies (laptops, camera phones) as well as by
introducing new (Nova PC‟s, cameras, flip cameras).
To Create a Recipe Book.
5pm –
5.30pm
Text and Image
Each student to add an image to their recipe page. Students to
locate the tab function in word, choose an image, scale to size and
add to typewritten recipe. Students to save their recipe page and
then send to everyone in the group/tutor. At this stage students
might like to explore who has different strengths, such as typing,
supporting in discussion, working with images, and how this might
be developed in other aspects of digital literacy/development.
PC/Laptops
Internet connection
Tutor, Classroom Assistant
Students
5.30-
Group Emails Each student to locate all the email addresses, create a group
email, learn about cc and bc, choose to cc or bc Tutor and
PC/Laptops

26
6pm Classroom assistant. Internet connection
Students
6pm –
6.15pm
Break
6.15pm
–
6.45pm
Film Tutor to show edited flip camera recordings from Latymer Centre
cooking sessions.
PC/Laptops
Internet connection
Students
Flip Cameras
6.45pm
– 7pm
Discussion Feedback from group and tutor on Flip camera short tilm students
could progress to searching You Tube for similar short films and
videos. Informal discussion about filming during cooking, what is
important to the students, and what should or might be included in
filming a cooking session.
Smartboard/Overhead
Projector
Tutor, Classroom Assistants
Students
Homework:
Email the group/tutor with three comments about the idea of filming the session.

27
Edit, Fade, Forwarding, Crop, Rotate

28
LESSON PLAN 4
Course Details:
Tutor:
Time: 5-7pm
5pm –
5.30pm
Review
Students to open collated document, ie draft recipe book with all
the different recipies in one document. Students to think about
changes that they would still like to make.
Students to make those changes with help from tutor and
classroom assistant.
PC/Laptops
Students
5.30-
6pm
Table of Contents
Students to reconnect with exploring tab functions, this time looking
at References and adding a table of contents. Group to reconnect
with the importance of saving the document, and using email as a
mobile file server.
PC/Laptops
Students

29
6pm –
6.15pm
break
6.15pm
–
6.45pm Index
Students to continue to use tab functions, this time using the index
function. The students could participate in a Tutor led discussion
about how reading the index might lead to new ideas, how and
when people use indexes, especially for cookery books, with cross
referencing and unusual recipies.
PC/Laptops
Students
6.45pm-
7pm
Ribbon Tutor to lead discussion and description about the ribbon in Word,
using overhead projector and mouse to explain and and show more
document formatting functions.
PC/Laptops
Students
Smartboard/Overhead
Projector
Homework:
Homework Free session!
Ribbon, Index, Table of Contents

30

31
LESSON PLAN 5
Course Details:
Tutor:
Time: 5-7pm
5pm –
5.30pm
Print
Students to return to individual recipe pages stored in email file.
Open document and locate print settings. Students to gather into
groups and choose a final document to be printed as the recipe
book. If consensus can‟t be agreed, find a way through group
discussion to choose the most appropriate book for
printing/publication.
PC/Laptops
Students
5.30-
6pm
Publish
Students to open the document in Print Preview, and then then
print 1 copy of the agreed recipe book. Students to locate printer
from drop down menu, check paper, and go ahead. Students will
be going in to Nova office space so negotiating a new work space,
making sure they pick up the Recipe Book as it is printed, and stay
PC/Laptops
Students

32
focused in a busy environment. Printed recipe book to be brought
back to Training Room 1 for discussion.
Printer
6pm –
6.15pm
break
6.15pm
–
6.45pm Powerpoint
Two students to give informal power point presentation (prepared
by Tutor before the session) of the booklet, including anecdotes of
what was going on during the cookery sessions, tutors and
classroom assistants to encourage feedback and questions from
the group.
PC/Laptops
Students
Smartboard/Overhead
Projector
6.45pm-
7pm
Sharing and Discussion
Students and Tutor and Classroom Assistant to discuss outcomes,
think about the recipe book and power point presentations,
compare strengths and weaknesses of the two. Students to talk
about sharing their individual identities through making the
collaborative recipe book, and how they would like to be described
as authors.
PC/Laptops
Students
Homework:
Make a recipe page for your favourite meal

33
Print, Publish, Powerpoint, Presentations

Appendix 2 – Other statistical information (gained through the
Registration Form process) though not used as part of the Report
Asylum seeker
Asylum seeker yn Number of
responses
Al Hasinaya No 1
Not provided 6
SWRA Not applicable 17
Lived in EEA, EU or UK for less than 10 years
Lived in EEA, EU
or UK for less
than 10 years
Number of
responses
Al Hasinaya Yes 1
No data 6
Leave to remain/spouse visa
Leave to
remain/spouse
visa
Number of
responses
Al Hasinaya Yes 1
No data 6

35
Citizen of UK or EU or EEA country
Citizen of UK or
EU or EEA
country
Number of
responses
Al Hasinaya No 1
No data 6
SWRA Yes 17
Refugee
Refugee Number of
responses
Al Hasinaya Not Provided 6
No 1
SWRA Not Applicable 17
Migrant
Migrant Number of
responses
Al Hasinaya No 1
Yes 6
SWRA Not Applicable 17

36
Verification Type (for Registration Forms)
Verification Type Number of
responses
Al Hasinaya None Provided 5
No data 2
SWRA None Provided 3
No data 14
Languages Spoken
language Number of
responses
Al Hasinaya Somalian 1
Arabic & French 1
Arabic & Tgirima 1
Arabic 4
SWRA English 17

37
APPENDIX 3 – Job Description and Person Specification for SWRA
Support Worker
Job Title: Community Learning Development Worker
Salary: £400/month for 5 months
Reporting to: Phil Regan / Stable Way Residents Association
Location: Westway Development Trust
Hours: 1- 2 day per week
Evening and weekend work may be required occasionally.
Closing date: 21st
October 2012
Please note: The duties will include but are not limited to those shown below. The post may require
undertaking additional duties for which the post holder will be adequately skilled and experienced.
Overview of Project
In partnership with Stable Way Residents Association and Al-Hasinaya Moroccan women‟s group,
NOVA New Opportunities have secured funding from NIACE, Adult and Community Learning Fund.
This digital inclusion project for the first time unites three community organisations, the local
authority and a social enterprise to work collaboratively to bring digital learning to people from the
Traveller community and Moroccan women.
The work builds on the substantial experience of partners, with a flexible participant-led curriculum
to maximise engagement and create strong pathways to wider community involvement, volunteering
and formal learning.
The project aims for:
 Members of the Traveller community at Stable Way site and Al-Hasaniya Moroccan and
Arabic Speaking Women‟s Group develop their digital literacy
 Participants progress from informal learning to formal learning
 Participants develop greater social and economic independence

38
Overview of Post
The post holder will support individuals and families on Stable Way to identify and meet their digital
learning needs. Working with NOVA they will provide a programme of informal and accredited
digital learning events.
A mentor programme will help the post holder to develop all the skills they need to do this job. They
will shadow WDT staff and will be expected, with support, to develop and maintain a work plan. The
post holder will be expected to attend training that develops their skills and understanding to
undertake this work.
The post holder will work approximately 1-2 days each week and attend any courses relevant to the
work. Attending any courses will count as part of your time at work, and any travel expenses will be
covered.
After satisfactory completion of the programme you will have gained a reference for future
employment.
Possible examples of duties in the role
 finding out about the community's needs, problems and barriers
 making sure that local people have their say
 enrolling individuals on courses
 developing new opportunities and monitoring existing activity
 helping to raise public awareness about community issues
 encouraging local people to take action
 building links with other groups and agencies
 shadowing WDT team members
 learning
 doing any necessary administrative work
Duties:
 To be self-serving and responsible for own administration
 To attend regular mentor sessions and produce progress reports as requested
 To have a flexible approach.
 To comply with WDT policies and procedures including Equal Opportunities, Employment,
Health and Safety, Confidentiality, and Race Relations legislation which impact on this area
of work.
PERSON SPECIFICATION

39
Education/Qualification:
No formal qualification is necessary.
Experience/ knowledge:
 Good knowledge and understanding of the different Gypsy Roma and Traveller communities
in Royal Borough of Kensington and Chelsea
 Experience of working with Gypsies and Travellers either in a professional capacity or as
part of the travelling community
 administrative and organisational skills
 Good written and verbal communication skills and the ability to represent the issues faced by
Gypsy and Traveller communities to a wide range of stakeholders
 Able to work independently
 Able to work flexibly and travel within the London region, which may require some out of
hours work
 Computer literate, preferably with experience of Word, Excel and PowerPoint
 Good working knowledge of email, internet use and websites
Skills /Ability
 An aspiration for positive social change
 Be enthusiastic
 Have lots of motivation
 The ability to clearly communicate your needs and aspirations
 The desire to learn and develop from experiences- successes as well as mistakes.
 Enjoy team work
 Open to knowledge and improvement and making the most of lots of great opportunities.

40
APPENDIX 4 – FLYER FOR THE SWRA COOKING SESSIONS
Develop your cooking skills and learn some new
recipes
When
Monday (6-8pm) and Wednesday (5-7pm) evenings for 5 weeks
Starting Wednesday 2nd November
Where
Latymer Christian Centre AND
At NOVA On Wednesday 2nd November
and
Monday 5th December only
What
Learn some new cooking skills and tickle those taste buds with some exciting
recipes. Things planned to be cooked include Triple Chocolate Brownies,
Pizza, Curries and much more.
As part of these sessions you will also develop your digital literacy skills, such
as learning how to capture your cooking experience through pictures that you
will take and copy onto computer or email to friends.
There will be a celebration event at the Pavillion where families can
sample the foods cooked as part of this.

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