4. 2
StoryTrails introduction
StoryTrails was a creative initiative about access and excellence. Newham’s
‘Community Neighbourhood’ teams worked in partnership with Stratford Circus
to deliver a series of interactive performances across 10 libraries with the over-
arching aim of inspiring creative story telling, literacy and positive parenting for
children and families.
StoryTrails engaged children under 11 years old and their parents/guardians
in the form of three creative, interactive and theatrical productions. Access and
inclusion was also a key offer for this project, with 20% of shows hosting BSL
(British Sign Language) and audio description.The project aimed to build on the
existing client base alongside attracting new library users.This was a complex
and multi-layered project with 3 key strands.
1. Performances for Schools
Pop-Up Flashback, a Word PepperTheatre production, was presented by Half
MoonTheatre and performed to year 3 and 4 students across 10 Newham
schools in 9 different libraries. Pop-Up Flashback, a one man show fuses,
poetry, illustration and pop-ups books to create theatrical, interactive
experiences for the audience and includes a post show Question & Answer
session. Pop-Up Flashback enters an imaginative world of memories through
thought-provoking poetry and incredible pop-up books in a funny and
heart-warming adventure of complicated families and growing up. Sebastian’s
memories are not like everyone else’s. His are wonderful poetic memories from
the pages of his colourful pop-up books. ‘Word PepperTheatre aims to delight
families by allowing them to glimpse the workings behind the magic,
to see amazing pop-ups and illustrations brought to life, to hear emotive and
thoughtful poetry and to be inspired to write, draw and create’.
2. Performances for Families
Two productions were programmed and open to the general public across all
libraries for local families.The first, Stories of Monkey, was produced and
performed by PuppetCraft, one of Britain’s most acclaimed touring puppet
troupes. Over the past 25 years, PuppetCraft has presented a wide range of high
quality shows and workshops to children and families.They are acclaimed
particularly for their use of beautifully crafted puppets combined with
exclusively composed music.
Stories of Monkey, is inspired by the Chinese classic story Journey to the West.
Scripted by Michael Rosen (Children’s Laureate 2007–2009), the story reveals the
magical comic adventures of a fantastical superhero.The show was aimed at 4
to 11 years old children.
5. 3
The second production, Writer’s Block, was specially commissioned for Story
Trails. It was devised, produced and performed byTea Dance for Little People
Writer’s Block was an interactive library adventure where the audience helped
the world’s greatest story builder escape the curse of writer’s block by
utilising word games, book treasure hunts, object play and nonsense sounds.
Each library was filled with stories, words and play, alongside happy and
engaged children and their parents/guardians.The show was aimed at 2-5 year
olds.
3. Legacy
This strand encompassed two key elements. Firstly, workforce development,
designed as training and the creation of a toolkit manual, connecting arts across
the borough to libraries and Stratford Circus. During the training, staff gained
practical arts project planning and story creation and story telling skills.This was
supported by developing the toolkit, which explores theTDLP concept that ‘
anyone can make a story’, with practical story telling activities.
The second key element is intrinsically linked to the Writer’s Block production,
with the creation of an interactive installation (a big book), designed and made
byTDLP.The installations will stay in the borough after project completion and
will be utilised by libraries as a resource to continue the creative story telling
and creation theme for children and their families.
Operational Functions
The delivery into libraries was scheduled to take place in March for PopUp
Flashback and over a 2-week period utilising the Easter holidays for Stories
of Monkey and Writer’s Block. Each strand operated as a stand-alone aspect
of the project, yet was inherently linked with several overlapping areas. As such,
the development and operational progress owes much of it success, in part,
to the partnership circle of Stratford Circus Head of Education, Newham
Council’s StoryTrails Project Manager andTea Dance for Little People’s
Director (for Writer’s Block), established over many years of creative collabora-
tions. Each organisation’s lead is highly skilled in delivering their outputs and
interests, whilst acting with integrity to the ideas and objectives of partners’
purpose, targets and governance structures.This point is worth noting, as it was
a key function of the operational process, allowing the project to develop and
flow with cohesion and natural ease.
6. 4
Context
The London Borough of Newham is one of the most richly diverse boroughs in
the country with one of the highest ethnic minority populations, and no particu-
lar ethnic group dominating. It is the second most deprived borough in England,
with the highest population of young people. Many of the communities come
from socially deprived backgrounds and are considered ‘hard pressed families’,
where the arts are a luxury.
There are 10 libraries in Newham, 7 of which have been refurbished; all have
a new focus of engaging with customers. In 2012/2013 there were over 1.4
million visits and almost 900,000 books, DVDs, CDs and audio books borrowed.
A programme of wide ranging activities for all ages has been introduced, such
as Under 5s story telling, homework clubs, reading groups, chess clubs, English
as a second language (ESOL) and many more.The libraries are wide ranging
in size and we were keen to develop a project that allows and explores different
ways of using a space.
Newham’s Community Neighbourhoods were introduced in 2014. Each of the 8
Community Neighbourhood areas hosts at least 1 library. Custom House
and CanningTown are based in the same neighbourhood area, as are Beckon
and North Woolwich.They serve as a place where any number of activities and
transactions, that serve the community, can take place. As a result, the role
of staff has shifted to a more ‘interactive service’.This broader definition means
that staff are much more likely to come into contact with groups, societies,
community groups and artists. Staff are now encouraged and expected to select,
support and/or co-ordinate events, programmes and projects.
The libraries structure is such that the 10 Community Neighbourhoods operate
within their own teams for their own residents and communities.The workforce
is now required to expand their skills creatively, yet this artistic work relies
on non-specialists to achieve wide ranging targets and outcomes.
Understanding of and confidence in, the arts has been identified as a knowledge
and skills gap.
7. 5
Methodology – Audience Feedback
StoryTrails was a complex multi-layer creative arts project; therefore it was help-
ful to use both quantitative and qualitative monitoring methods in order to gain
as wide and varied feedback as possible for all stakeholders, including teachers,
parents, children, event leads and artists.
An open public space such a library, offers multiple services and customers
are free to move around uninhibited. In order to minimise disruption to other
services, staff and users, it was decided that event leads collect audience
observation data for each show.The results gave information about audience
numbers, age range, diversity and access needs.This is not an exact scientific
account of attendees, and for this reason the data gathered and reported on
must be treated with some caution.The raw data was collected and collated
by the project staff and an external evaluator was engaged to analyse the data
and to write a report, thus adding validity to the project findings.
Performances for schools (PopUp Flashback) utilised qualitative questionnaires
(Appendix 3, c) for teachers, whilst the children were asked to complete a ‘river
diagram’. Children were asked a set of questions and then asked to map their
answers on the diagram. A 20% feedback was attained, which is approximately
90 children and 10 teachers.The data from both teachers and children was then
transcribed by project staff.
The aim of the family standardised questionnaire for Stories of Monkey and
Writer’s Block, was to capture the immediate response with both quantitative
and qualitative questions.The questionnaire (Appendix 3, b) was handed out
by the event leads to parents at the end of each performance and completed
independently. Many parents/adults happily completed the form.
Results show that there was approximately 80% feedback gained, with the
majority of questions being completed fully, however, it is worth noting the
numbers completing the qualitative section was significantly lower.The uptake
for completion was generally high, with the qualitative responses mixed in terms
of quality, and some questionnaires only stating one or two word answers.
The children’s views for these shows were sought from some of the parents.
These methods are particularly successful in gaining feedback from a wide range
of audience in a short space of time, in an environment that was dynamic and
busy during the post performance mingling.The questionnaires were completed
‘with’ and ‘without’ verbal communication from the data gatherer; as the method
relies heavily on the reading and writing capabilities of each individual. Misin-
terpretation of meaning is a potential drawback for this method. For a significant
proportion of the audience, English may not have been their first language.
8. 6
Future recommendation would be to a) brief the event leads to talk to a smaller
sample of audience and b) to make use of the case study methodology,
an interactive conversational method that allows the interviewee to express their
answers in their own way.
In contrast, the staff training days followed the same methodology as the Fam-
ily Performances but also included a verbal feedback session.This allowed the
evaluator to take account of common themes and investigate further by asking
more specific questions in order to gain a deeper understanding of the issues
raised.
Nonetheless, the data gathered for the entire project was immense and richly
diverse, giving a vital insight into audience demographics and their attitudes
and viewpoints. Several key themes have emerged, each forming a solid basis
for recommendations and future opportunities.
PopUpFlashback,AmberAblett
9. 7
Trends across libraries
London Borough of Newham data has shown that whenever there are arts and
crafts or interactive workshops, attendance increases by 60%. In addition to this,
participation is particularly high during the school holidays.
Trends Relating to Age Range
Pop Up Flash Back was a show only offered to schools and was performed
to 679 school children and their teachers.The show was offered to all 10
libraries; all libraries secured an audience with the exception of North Woolwich,
who expressed difficulties in confirming an audience and were unable to engage
an agreeable school.Therefore the show was instead performed at Britannia
Village School to an audience of 60 children and 6 staff.
There were two shows on offer to the general public.The first, Stories of
Monkey, a puppet show, aimed at 4 to 11 year old children.The show was
performed once in all ten libraries to a total of 467 people, an average of 48
people per show.The Gate, Stratford and East Ham libraries had the highest
proposition of audience with 13-15% each.
Stories of Monkey audience figures across Newham libraries
Stories of Monkey audience numbers
0
10
20
30
40
50
60
70
80
Library
TotalAudience
Audience No : 5 48 64 56 27 44 39 41 72 71
North
Woolwich
Beckton East Ham Manor Park Plaistow
Canning
Town
Green
Street
Custom
House
Forest
Gate
Stratford
In relation to the target audience,The Gate had the highest proportion of 4-11
year olds, with 58% of their total audience. In contrast, Plaistow library had the
highest proportion of under 4s, at 44% of their audience verses 19% of 4-11 year
olds. North Woolwich had the lowest engagement, level with 5 audience
members (1%), and only 3 of which were of target age.
10. 8
In respect of the target audience, overall 36% of the audiences were 5 years old
or younger and 25% were 6-11 years old. Again Plaistow library had a high propo-
sition of under 4’s in comparison to 5-11 year olds, therefore suggesting from
the data collated, there is a higher need for activities for the under 4 year old age
group in this particular library.
Writers Block audience numbers
0
10
20
30
40
50
60
Library
TotalAudience
Audience No : 37 32 28 28 25 44 20 13 52 36 35 33
Stratford Plaistow
Manor
Park AM
North
Woolwich
AM
North
Woolwich
PM
Manor
Park PM
Custom
House AM
Custom
House PM
East Ham The Gate
Green
Street AM
Green
Street PM
Writer’s Block was the second show on offer to the general public, aimed at 2-5
year olds.There were 12 performances across 8 libraries to an overall total of 383
people, an average of 32 people per show. North Woolwich, Green Street, Manor
Park and Custom House each hosted 2 shows while Stratford, East Ham,The Gate
and Plaistow hosted 1 show each. East Ham, and Manor Park libraries had the
highest audience share, with 14% and 12%, whilst both performances at Custom
House library attracted the lowest audience with 3% and 5%. In response to week
time audience concerns raised by the North Woolwich team, this production was
scheduled on a Saturday, when they traditionally experience a higher footfall,
as a result the audience figures faired better with 7% of the audience share.
Writer’s Block audience figures across Newham libraries
11. 9
Trends Relating to Audience Diversity
In line with Newham’s diverse population, there was a significantly higher
proportion of BME audience members verses white audience members.
The figures were similar across each show.
Stories of Monkey surveys reported 77% BME and 23% white audience
composition. Writers Block reported 80% BME and 20% white audience, whilst
Pop Up Flash Back had the highest differentiation with 87% BME and 13% white
audience members.
Trends Relating to Disability
Accessibility was an important factor for the project and 20% of the programme
was BSL signed (British Sign Language) and audio described.There was a very
low uptake for the BSL shows, with one deaf family attending productions, one
at East Ham and one atThe Gate library.This family have attended performances
at Stratford Circus before but commented that they found these shows easier
to access.There was no take-up of the audio described performances.
Access and raising awareness for people with sensory disabilities were key aims
for this project.Therefore this is a disappointing outcome. Nonetheless, positive
lessons have been learnt; the project team has had conversations with
specialist Newham organisations and a future project has been designed to in-
clude specialist marketing with associated timescales. Mary Ward from Newham
Deaf Children’s Society suggested that the marketing used for this project, which
displayed asterisks to indicate which performances would be signed and audio
described, was too subtle to attract these specific families.The project’s aim
in the planning and delivery was to include sensory disabilities to raise
awareness for staff, audience and the artists participating. It became a cohesive
part of the process and delivery and was successful in raising perceptions.
12. 10
Performances for schools
We were particular interesting in exploring the following points:
1. The quality of the artistic experience for school children in a library
setting
2. Creating new opportunities for schools to engage with libraries
3. Creating a positive and enjoyable library experience for school children.
4. Additional benefits for children and schools
Firstly, the quality of the artistic experience for school children in a library setting
was a clear aim of the project. From the data gathered from children, teachers
and all staff involved, overwhelmingly it would appear that the performance
exceeded all expectations with children stating ‘it was like a big hotel with
books’ and ‘it was like a real theatre’.
There was an extremely high level of excitement reported by the children with
a tremendous amount of comments such as ‘it was fun when the show started’
and ‘I like the whole play because it was amazing and funny’. At the same time
all the children were able to express their personal favourite parts of the
performances with comment such as ‘I liked it when he pretended to swim in the
lake’. One young student even articulated ‘I think I found the moral of the story.’
Clearly, from these comments the children were greatly engaged and interacted
on a personal level.
The theme ‘children’s engagement’ also featured heavily in feedback from teach-
ers, with one stating ‘the children were very much engaged throughout the play,
which showed in the questions they asked at the end’, while another commented
‘very few storytelling sessions of an hour long keep the children so engaged, this
is down to the actor’s skill and the wonderful props used.’ Undoubtedly, these
quotes advocate a high artistic standard and immense audience interaction, that
was both imaginative and age appropriate.
13. 11
Secondly, this high quality experience has created additional opportunities for
schools to engage with libraries. 9 schools visited their local library, which
introduced or reminded children of the imaginative possibilities of attending
their local library.Teachers’ comments also demonstrated the significance of
such events in promoting local services, ‘I feel this has given them the chance
to witness the atmosphere and importance of a library’ while another stated ‘this
has encouraged children to come and see all the amazing books they can read.’
From these comments it is clear that opportunities offered by this project are
vital in promoting local libraries to schools and their families.
Do you think it is important for
children to visit libraries?
Yes
No
Impact on Children
Academic
Social
Behaviour
Attitude
14. 12
Will the experience enhance
learning?
Yes
No
Finally, the additional benefits of these performances for children and schools,
include using the experience as a tool for learning, with all teachers suggest-
ing they would continue some of the themes from the performance by creating
literacy activities around ‘pop up art work linked to performance poetry’ and
by ‘encouraging children to use real life to write.’
Thirdly, events such as these form and shape a positive and enjoyable library
experience for school children. From the feedback above it is apparent that the
children had an entertaining and fun time with high levels of interaction and
engagement.This is an important point as one teacher explains:
‘Opening libraries with events like this to communities and children, increases
access and enjoy-ability of libraries, which will ensure they revisit with their
families’.
Another teacher also made an important observation ‘some children do not have
access to literature at home’, therefore making projects like StoryTrails all the
more essential.
15. 13
Will you use it as a tool for learning?
0
1
2
3
4
5
6
7
8
9
10
Yes No
Will you use it as a tool
for learning?
Although teachers were incredibly positive about the standard of the performance
and the overall experience of the event, there are some suggestions for improve-
ments.
‘Somewhere to put children’s coats and cushions for the children to sit on’
‘A pre-story information pack containing themes and ideas, so children can
do some research into pop-up books exploring smaller ones at school.
This can also be done post-show!’
16. 14
Performances for families
There were two family shows Stories of Monkey and Writer’s Block. Both shows
were performed at all ten libraries at least once.
We were particularly interested in exploring the following points:
1. Creating a new audience for children’s theatre
2. Creating new audiences for libraries
3. Creating new opportunities for existing library goers to engage
4. Providing high quality artistic experiences for families in libraries
It is evident from the statistics gathered that the project has created a significant
cluster of new audiences for children’s theatre. 52% of the audiences, who gave
feedback stated that they had not attended children’s theatre before. Interest-
ingly, the highest proportion of those who had attended children’s shows before
had seen shows at Stratford Circus (37%), closely followed by various other
theatres around London, 30%. Whilst these figures clearly demonstrate a high
level of new audiences to children’s theatre, it also highlights the significance
and popularity of the Stratford Circus’s Circlets programme within the local
community.
In relation to creating new audiences for libraries, a high proportion of the
audience who gave feedback were regular users of their library (86%), with most
attending either once or more than once a week to read/borrow books, attend
story/rhyme time or attend other children’s events. Of the regular users only 1%
stated they had attended a children’s performance at a library before.
Based on this evidence it could be suggested that the project has created new
opportunities for existing library users to engage with their library.
17. 15
Again, creating high quality artistic experiences for families in libraries was
a high priority for the project. Across both shows and across all ten libraries,
the parents who responded to the questionnaires (96%) stated that there
‘was nothing to be done to improve the experience’. Many parents fed back their
expectation ‘we will expect more events to progress in this area’.There was also
a great deal of positive comments for both productions such as:
Monkey
‘I really like the battle between the dragon and Monkey’
‘My favourite bit was when the dragon arrived and Monkey chased him
away’
‘I like the characters telling the story, good use of facial expressions’
Writer’s Block
‘It was great, the kids were encouraged and shown how to make up their
own stories’
‘This was a dynamic and child friendly performance’
‘The interaction with the kids was a highlight’
These remarks demonstrate a high level of audience satisfaction with the quality
of the performance and the experience as a whole. Nonetheless, there are some
general areas suggested for improvement:
‘Perhaps a little more interaction and get the children to sing’
‘Encourage children to join in, some were very shy’
‘More space to include mums and dads’
‘Maybe a smaller audience group’
‘Sometimes there was too much noise but that can’t be helped because
of the other things going on as well’ (in the library)
‘We found this by chance, wish it had been better publicised’
18. 16
Legacy
There are two main aims in relation to the legacy of this project.The first relates
to workforce training and delivery; designed to build confidence, develop
behaviour change and enable practical skills in story telling, children’s language
and development, and event planning.
The second aim relates to the creation of an interactive installation for use both
during and after the project has finished.The big book installation was devel-
oped as part of this project to encourage families and children to explore their
creative and physical potential through sensory play.The challenge forTDLP was
to create something that was, a) art in its own right, and b) durable and robust,
whilst not too small that it could be ignored, and not to big that it would not fit
into the various library spaces. Due to resources and time, it was not possible
to create the installation in all 10 libraries. However, a library from each of the 8
Community Neighbourhood areas would house the installation on a permanent
basis. Custom House instead of CanningTown would host the installation as
it offers a more appropriate space. North Woolwich instead of Beckton received
the installation, due to low levels of family engagement. It is anticipated that the
big book installation may help attract more families into this library in particular.
The installations were also made to fold away, thus making them both storable
and transportable between library sites if needed.
In support of both legacy aims, documentation has been produced.
1.Workforce development
A toolkit, which includes both story telling techniques, event planning and
co-ordination methods and serves as a reference for library staff beyond the life
of the project.
2.The big book installation
An information sheet giving a practical guide on how to use and interact with
the big book whilst in the library.The guide also includes tips for families to
continue story-telling themes at home.
It is only possible to evaluate the first legacy aim due to the time factor when
there could be true analysis of the successes and challenges of the installation
in each library over a number of months. Although funding restricts ongoing
evaluation visits, in an ideal world the only means of evidencing the true value
of this interactive installation would be to re-visit each library and appraise the
engagement levels, whilst assessing the added value and challenges.
19. 17
Legacy Aim 1: Workforce Development
There were two staff training days held at Stratford Circus, approximately four
weeks apart (see Appendix 1 and 2).The training was open to all team members
from top management to front line staff, volunteers and artists. A total of 44
people attended.The training day was programmed to include presentations,
practical workshops and feedback.Those attending were of mixed ability and
experience; some people had a variety of previous experience of event planning
and story telling, while others were at the first stages of developing their skills
and knowledge.The workshops were planned to accommodate the multifac-
eted nature of the participants’ experience, which is due to the library structure
and officer levels.This makes evaluating the usefulness and true success of the
|training days a little more complex. It is also worth noting that although there
were a small number of managers in attendance on the first training day,
there was no management representation on the second training day. It is also
important to note that due to logistical issues, it was not always possible for
library managers to facilitate the same staff members to attend both training
days.The variance is only 1% either way, therefore the below data gives
a reasonable snap shot of the success and challenges of the training aims.
The training was particularly interested in exploring the following key areas:
1. Story telling and literacy development
2. Supporting schools and families
3. Supporting access needs
4. Events planning
The questions asked under each heading are highlighted in bold italics through-
out the paragraphs.
Staff were asked to complete feedback forms (Appendix 3) at the end of each
day and to grade their answers 1-5 with 1 = strongly disagree, 3 = neither agree
or disagree and 5 = strongly agree. However, for the purpose of this analysis,
strongly disagree has been group together with disagree, likewise strongly
agree has been grouped with agree.
20. 18
Story telling and literacy development
The first key question was asked on both days and therefore an impact
measurement was tracked.
Library staff was asked to grade how they felt regarding the following statement
‘I feel confident story telling to children in my library’.The data shows that 45%
agree with this statement, 40% neither agree or disagree, 10% disagree and 5%
did not answer. At the end of the second day of training 63% agree, an increase
of 18 per cent points, while 31% neither agree or disagree, a decrease of 9 per
cent points and 6% disagree, a decrease of 4 per cent points. Significantly more
people agreed they felt more confident with their story telling ability after the
second day of training and there was a slight drop in staff neither agreeing
or disagreeing.There was also a 2 per cent points drop in people disagreeing.
This data analysis is also supported by the qualitative feedback with several
comments along the lines of ‘I am happy I improved my story telling skills’ and
‘the training was tailored and interactive’.This data suggests that the training has
had a positive impact on library staff confidence and skill level in relation
to children’s story telling.
The next question asked on the first day of training, ‘I have an understanding
of literacy and child development in pre school children’ from which 45% agree,
45% neither agree or disagree and 10% disagree. In addition to this, there are
no comments made regarding staff understanding of literacy and child develop-
ment in the qualitative data gathered. Based on these figures over 50% of staff
are not particularly confident in this area, perhaps suggesting that whilst staff
generally feel confident in story telling, there is a skills gap in relation
to a deeper understanding of young children’s literacy development needs.
The following question was asked on the second day, ‘I feel confident using
the toolkit to improve story telling in my library’. Results show 75% agree, 12%
neither agree or disagree and 13% disagree.This is a good start, however 25%
of staff who attended the training evidently require further support in building
their skills and confidence in this area.
21. 19
Supporting schools and families
The next two questions were asked on different training days, however both
relate to how staff feel when supporting families and schools, therefore the data
has been analysed together in order to gain a general picture.The first train-
ing day were asked ‘I regularly support parent/carer interactions in my library’.
Results show that 55% agree, 25% neither agree or disagree and 20% disagree.
Similarly, the question asked on day two ‘I feel confident working with schools
and families’ data shows that 56% agree, 12% neither agree of disagree and 31%
disagree. While ‘agree’ stayed constant with only 1% variance, neither agree
or disagree decreased by 13 per cent points, and disagree increased by 11 per
cent points. It is evident from these statistics that there is a high proportion
of staff that still do not feel confident working schools and families.This is clearly
an area for improvement and further training.
Supporting access needs
This question was asked on the second training day and the data from both sug-
gests these are also key areas for improvement. ‘I am aware of how to support
access for those with visual and hearing impairments’ 44% agree, 38% neither
agree or disagree and 18% disagree. From these figures, 56% of staff did not feel
sufficiently competent in this particular area. Undoubtedly, there is a need for
further specific accessibility training.
Events planning
The following question was asked on the first day of training, ‘I am confident
in planning events in my library’.’45% agree (25% strongly), 50% neither agree
or disagree and 5% disagree. From this data, it could be argued that after one
day of intensive training only 5% of staff felt they were not confident in planning
events. On the second day of training a question linked to planning and
delivering events was asked ‘I am confident evaluating events in my library’
63% agree, 31% neither agree of disagree and 6% disagree.These figures are
significant because event evaluation as a means to audience development was
a key topic covered in day one training, therefore this could suggest that overall
confidence levels have gone up, whilst neither agree or disagree has gone down.
Even though disagree has remained relatively unchanged, this could perhaps
imply a small yet significant number of staff not gaining confidence after both
training days.
From the qualitative data gathered it is clear that staff, have found the training
days useful from comments such as ‘it was a very informative and productive
day and I thoroughly enjoyed the sessions’ as well as ‘it was intensive training
but I learnt a lot of new skills’. More generally, based on all the evidence
available, the data suggests that the training has had a positive impact on library
staff’s event planning skills and confidence.
22. 20
Two underpinning and interlinking themes have arisen from the data.The first
one relates to the low attendance of managers, especially in relation to events
planning, with a number of staff making commenting that it would be useful
to have all staff grades levels present using the training. Staff felt that it might
be more useful and relevant to seniors as they do the event planning.The work-
shop leader developed a flexible approach to the event planning sessions to suit
all levels, however the comments are a noteworthy point expressed by front line
staff.
The second theme to arise from these training days is the overwhelming desire
by a large proportion of attendees to ensure this learning, knowledge and skills
are cascaded out to all staff across the service that were unable to make the
training.This view is supported by several staff feedback comments with one
in particular stating;
‘I would welcome the role out to our site and hope it continues as we have had
no formal training and this targets what we aim to deliver in our library’.
Evidently, this is a clear area for further development and consideration for all
partners involved.
Training summary
Overall staff appeared to enjoy and benefit from all elements of the training days.
Many of the staff took away new and fresh ideas as well a participating in a very
practical training away from a local authority setting. Feedback also suggests that
there were also challenges for staff to put the new skills into practice during the
StoryTrails project.The main logistical reasons for this were:
Not all staff were available for one, or both training days
Newham libraries were juggling all their other services during the StoryTrials
project and due to staff shortages (annual leave and sick leave) staff were
assigned to other duties.
Manager difficulties in relation to the practical ability to rota staff who attend-
ed the training to shadow event staff during the performances.
Where possible staff were able to watch and support as much as possible.
Although this appears to be a missed opportunity in regards to putting theory into
supported practice, the very real logistical challenges are being addressed going
forward into future projects such as the Summer Reading Challenge.
23. 21
Recommendations and
Future Opportunities
Most recommendations require further resources; therefore, it is the aim of this
section to form the basis for future project development, fundraising proposals
and planned activities.
Schools Audiences
Teachers have requested learning resource packs to help prepare students for
the experience, better links to the national curriculum and suggested activities to
continue the themes in the classroom.
Family Audiences
Opportunities for staff to shadow various event job roles on real events with
experienced professionals would embed the training into their everyday practice
and also offer staff more intimate support.
FurtherTraining
Throughout the evaluation process various skills gaps have been identified.
Develop a training session to aid a deeper understanding of children’s litera-
ture.
Provide additional support sessions with the toolkit, with a particular focus
on story telling and creation in order to consolidate and expand current
knowledge.
Bite-sized sessions in how to support schools and families - what does it
mean to be a family friendly venue in practical terms?
Specialised sessions in supporting access needs, particularly those with
visual and hearing impairments.
Strategic events calendar overview and events planning training specifically
for managers.
For individual libraries to have tailored ‘hands on’ practical training to dis-
seminated to all relevant frontline staff, such as ‘how to plan and run an
event in your library’.
24. 22
Evaluation
The evaluation methods used was successful in gathering a significant amount
of data, which has been very useful in understanding the impact of the project.
Some of the feedback at times was superficial and the quality inconsistent, due
to the different methods adopted. A future recommendation, to gain a deeper
understanding of audience opinions, would be to utilise the case study method.
Perhaps feature:
1. A family who regularly attend the theatre.
2. A family who regularly use their local library.
3. A family who are new to both experiences.
This data can then be compared and analysed for the differences and similari-
ties.
In relation to the longer-term impact for library users and staff, an evaluation
strategy could be adopted to allow return visits by families to be observed and
assessed. The progress could be evidenced such as, confidence levels, how staff
and library users interact with the space and each other, etc, this could be highly
beneficial for the libraries over time. Alongside this, an evaluation structure that
facilitates discussions with all stakeholders and, in particular, parents about their
issues and needs.This could deepen our understanding of creative story telling,
family interactions, its impact and continue to inform future projects.
WrietrsBlock,HelenMaier
25. 23
Unexpected Outcomes
In response to dialogue with the North Woolwich team regarding low levels of
engagement, both Stratford Circus andTDLP have identified this library as a
venue and team needing continued support by developing bespoke projects that
offer more intensive and specific support.
In response to the low level engagement for the BSL and audio description
performances, a funding bid is pending for Stratford Circus Circlets programme
to build on the legacy of the specialist equipment afforded by this project and to
develop bespoke packages, thereby increasing the ability to work with specialist
organisations and target specific families.
TDLP have developed a training and maintenance package to include bespoke
training on how to get the most out of the big book installation and ways to
engage with families.The offer also includes practical suggestions on how the
maintain the upkeep of the installation.
Imagine Futures are in the process of developing a number of training package
options to offer to individual libraries.
It also suggests the need for a continuation of a similar project incorporating the
above recommendations to expand and develop the good work already started
through this project. Overall this was an extremely ambitious and exciting proj-
ect, and one which Newham residents enjoyed and evidently hugely benefited
from.This report clearly demonstrates a significant level of success and achieve-
ment for all involved including staff, artists, families and the stakeholders.
Contributors
Eliza Wilson, Sally-Anne Donaldson, Rachel Bradbear, MonicaThomas
27. 25
Appendix 1
StoryTrails – StaffTraining Day Wednesday 18th March 2015
Stratford Circus,Theatre Square, E15 1BX
9am – 5.30pm
Day plan
8.45 – 9.10
Café
Arrival – registration and coffee in Café
Divide in 3 groups (by colour)
9.15 – 9.45
Circus 2
Welcome – Mohamed Hammoudan – Head of Delivery,
Community Neighbourhoods, London Borough of Newham
9.45 –1015 am
Circus 2
Guest speaker 1 – Rosie Heafford Dancer/Choreographer – Libraries projects examples
of best practice & its impacts
Guest speaker 2 – Gail Morrison, EarlyYears Adviser, Learning & AchievementTeam,
CYPS. London Borough of Newham
10.45 -11am Tea/coffee
C2 (with set) C4 & 5 & Dock Boardroom
11 – 12.30pm Session 1
TDLP – Sally & Becky, Helen
Creative Skills
4 ways toTell a Story
Group A
Session 2
TDLP – Elodie, Jay, Richard
Prototype
Group B
Session 3
Sammy Gildroy
Events Planning
& Co-ordination
Group C
12.30-1.15pm Lunch
C2 (with Set) C4 & 5 & Dock Boardroom
1.15–2.45pm Session 1
TDLP – Sally & Becky, Helen
Creative Skills
4 ways toTell a Story
Group B
Session 2
TDLP – Elodie, Jay, Richard
Prototype
Group C
Session 3
Sammy Gildroy
Events Planning
& Co-ordination
Group A
2.45 – 3.15 Tea/Coffee
C2 (with set) C4 & 5 & Dock Boardroom
3.15 – 4.45 Session 1
TDLP – Sally & Becky, Helen
Creative skills
4 ways toTell a Story
Group C
Session 2
TDLP – Elodie, Jay, Richard
Prototype
Group A
Session 3
Sammy Gildroy
Events Planning
& Co-ordination
Group B
4.45– 5.30pm Feedback session – split into groups
5.30pm Finish
28. 26
Appendix 2
StoryTrails – StaffTraining Day Wednesday 22nd April 2015
Stratford Circus,Theatre Square, E15 1BX
9am – 5pm
Day plan
9 – 9.15am
Mezzanine
Arrival – registration in foyer and coffee in C3. Divide in 3 groups
(by colour).
C3 C3 C5
9.20 – 10.35am Session 1
TDLP – Sally, Marit,
Creative Skills
4 ways toTell a Story
Group A
Session 2
TDLP – Helen, Paul
Creative session
working withToolkit
Group B
Session 3
Sammy Gildroy
Events Planning &
Co-ordination
Group C
10.35 – 10.45 Short break
C3 C3 C5
10.45 – 12noon Session 1
TDLP – Marit, Sally
Creative Skills
4 ways toTell a Story
Group B
Session 2
TDLP – Helen, Paul
Creative session
working withToolkit
Group C
Session 3
Sammy Gildroy
Events Planning &
Co-ordination
Group A
12 -12.45pm Lunch
C3 C3 C5
12.45 – 2pm Session 1
TDLP – Marit, Sally
Creative Skills
4 ways toTell a Story
Group C
Session 2
TDLP – Helen, Paul
Creative session
working withToolkit
Group A
Session 3
Sammy Gildroy
Events Planning &
Co-ordination
Group B
C4 RB & Sean - Filming staff – talking heads – Sally, Eliza, throughout
the day
2 – 2.15pm Break
2.15 – 2.45pm C3 – All groups
Eliza Wilson & Becky Lees – Stratford Circus presentation
Children and venue development and family friendly
2.45 – 4.15pm
groups rotate after
30mins
Vision impairment
& Audio describing
session
BruceTetlow
Group A
Group B
Group C
Hearing impairment
& BSL interpretation
CatrinThomas
Group B
Group C
Group A
Evaluation –
complete forms
Sammy Gildroy
Group C
Group A
Group B
4.20 - 4.45pm Final comments & Finish
29. 27
Appendix 3
Story trails Project Evaluation - questionnaires
a) Library Staff
Pre and post questionnaires at training days 18th March and 22nd April.
Questions: Rating 1 – 5
1 = strongly disagree
3 = neither agree or disagree
5 = strongly agree
1. I feel confident storytelling to children in my library
2. I am confident planning events in my library
3. I have an understanding of literacy and child development in pre-school children
4. I regularly support parent/carer and child interaction in my library
Questionnaire evaluating project planning and event management
b) Family Audiences
Audience Feedback Questionnaire
Thank you for visiting this event.
Please take a moment to let us know your thoughts.
Ages of attendees: Genders of attendees: M / F
Post code: How many people did you come with?
Have you seen any children’s theatre before?Y / N
If so, where?
Please rate your experience today: (1 = poor, 5 = excellent)
1 2 3 4 5
What was your favourite part of the event?
Have you attended this library before? Y / N
How often?
More than once a week
Once a week
Once a month
Less than once a month
What do you usually attend for?
Is there anything we could have done to improve your experience today?
30. 28
Story trails Project Evaluation - questionnaires
c) School Audiences
Children: River diagram
Draw or write about your visit today on each bend of the Library Experience River
Teachers: Questionnaires
1. Please note any comments from the children and/or adults attending today – their
thoughts, feelings, views and reactions, or any of your own observations
2. What if any do you think this experience has or will have on the children who
attended?
- Socially
- Academically
- Behaviours
- Attitude
3. Will you be able to use this experience as a tool for learning?
- If yes how?
4. Could we enhance the learning experience around future performances and
events in libraries?
- If yes then how?
5. Do you think visiting events in their local library is important for children?
- Why?
6. Would you like to be involved in the selection process of shows and events that
happen in libraries for schools?
7. Is there anything else you would like us to know?
