EXTERNAL EVALUATION
LEAH’S 1 TO 1 HOME-BASED SUPPORT Dr Frances Hunt and Dr Olga Cara, UCL Institute of Education
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am incredibly excited to present the findings of the external evaluation of LEAH’s homebased 1:1 language support. The evaluation provides external and academic weight to what we already know: that LEAH makes a difference to the lives of isolated people with very low language levels, though improved English, confidence and access to local services. It also poses a range of questions for us to consider as we take forward our work, and we welcome the challenge of improving what we offer even further. “The findings of the evaluation are not only exciting for us and our supporters, but also timely on a national scale.”
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The findings of the evaluation are not only exciting for us and our supporters, but also timely on a national scale. The government’s focus on integration highlights the need for language support for new arrivals in our communities, and the significance of involving existing residents like our volunteers. A huge number of people have been involved in making this evaluation possible. Our heartfelt thanks go to: Dr Frances Hunt and Dr Olga Cara our evaluators at University College London; the BIG Lottery Fund who significantly contributed to our 1:1 service over the past three years and funded the evaluation; to the many other funders who have made our 1:1 service possible including the Henry Smith Charity, Richmond Parish Lands Charity, Garfield Weston Foundation, Hampton Fuel Allotment Charity,
the Royal Borough of Kingston, 29th May 1961 Charitable Trust, and the Hounslow Community Fund amongst others; and everyone who took the time to participate in the evaluation including clients, staff and referrers. Kate Brown Director
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ABOUT THIS RESEARCH This research was carried out by two independent evaluators between June and November 2017. They analysed monitoring data on client progress and conducted interviews with clients, volunteers, referrers to LEAH’s service and employees. The report responds to four questions:
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Dr Frances Hunt is a Senior Researcher at UCL Institute of Education. She works in the field of education, usually in relation to global learning and international education. She has previously worked as an English language teacher.
To what extent does LEAH’s 1:1 support enable clients to improve their English skills, reduce their social isolation, and increase their confidence and participation in community activities? What features of LEAH’s 1:1 support are particularly effective in leading to these outcomes? What are the challenges and barriers to reaching these outcomes?
What changes could be made to LEAH’s 1:1 support to enable it to better meet its aims?
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What’s the LEAH 3-step scale? Every LEAH client is rated on a 3-step scale for a range of indicators relating to language level, confidence, knowledge of local services and access to local services. This information is collected when a client is first assessed by LEAH staff, and again in discussion with their volunteer after every six month period.
Dr Olga Cara is a Senior Researcher at UCL Institute of Education. She is a quantitative sociologist with focus on family learning, home-school partnerships for disadvantaged families, migration, bilingualism and the role of ethnicity in educational processes.
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LEAH’S EVALUATION FINDINGS AT A GLANCE
LEAH’s impact on clients Overall, the evidence strongly supports LEAH clients making strong progress in their English and their ability to access services in English.
Language skills
Confidence/ independence
Impact on others
Listening Speaking Reading Writing
Getting around Shopping Social interactions Community/social activities
Children Friends Service providers
Key features leading to learning outcomes
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Tailored approach to learning in a secure environment
Experienced and well-qualified tutors
Supportive relationship between the tutor and client
Good quality training programme for tutors
Careful and considered matching of clients with tutors
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VOLUNTEER VOICES “I was attracted to LEAH because they have a programme of learning and training. As well as giving up my time, I was going to benefit from learning how to do something. My background is education so I could contribute as well as getting something out of it.”
I enjoy meeting the clients “ because they are from different cultures. I learn from them too, about what they’ve been through and I enjoy hearing about that. You find out how challenging other people’s circumstances actually are. I’ve enjoyed learning about teaching language.”
“We trained together and keep in touch through a What’s App group. A couple of times people put out: “I want to do a class on blah, blah, blah. Have you got any information on that?” I did that the other day. I’ve given others handouts on shopping and food.” “ I think the help we get is enough. There’s a lot of material in the offices if you want to look up stuff and LEAH employees are very helpful and approachable. There aren’t many of them, so they do extremely well in terms of supporting people.”
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EVALUATION FINDINGS Overall, our evaluators found very strong positive support from referrers, clients and volunteers for the work LEAH does and the service it provides to clients, complemented by both quantitative and qualitative evidence of impact. ● The interview data provided numerous examples of how clients’ English improved as a result of using the LEAH service. This could be seen in the range of spaces and
places clients used English, the quality and depth of their interaction, their achievements and their confidence to use English and not to rely on others. On average clients moved up a level on LEAH’s 3-step scale in speaking and listening, and 0.8 of a level in reading and writing.
Reading 0.78 Listening 0.97 Speaking 0.95 Writing 0.79 0.0
0.2
0.4
0.6
0.8
Average client improvement in language on LEAH’s 3-step assessment scale
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1.0
One day my client told me that she’d taken her baby to the doctor and explained the problem. She’d got the medication from the chemist and read the instructions. She was thrilled and felt amazing.” (Volunteer)
● In interview, clients talked about their increased confidence and independence, which meant they were more socially-active and less reliant on others. Clients improved their level of eye contact in conversations and developed their social networks by an average of 0.8 of a level on the 3-step scale. She was in the school playground and struck up a conversation with someone. She hadn’t spoken to any of the mothers before so was very happy that she’d been able to do that. (Volunteer) ● Quantitative and qualitative data shows LEAH clients having more independent access to public services and support, as well as improved
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interactions with those providers. Most improvement took place in clients’ knowledge about local services (health provision, children’s centre and library), use of public transport, and phoning health services to arrange appointments or making an emergency call. There were many examples of clients using their English with public service providers which did not happen before accessing LEAH support.
Making new friends 0.78 Making eye contact 0.79 0.0
0.2
0.4
0.6
0.8
Average improvement in client social interactions on 3-step assessment scale
1.0
We had one mum who realised things were not good at home. She was encouraged to go to a refuge. The children are better off now because she was able to articulate what was going on in the family. (Referrer) ● The interview data highlighted that volunteering with LEAH brings benefits to volunteers in terms of their enjoyment, intellectual and social stimulation, developing new skills and helping volunteers engage in the local community. I have enjoyed the intellectual stimulation of learning something new. It’s been nice to meet people because I’m new to the area. Now I know this group I trained with and that’s wonderful. (Volunteer)
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Using phone to access health services 1.2 Accesses local health provision 1.1 Using public transport 0.82 Takes part in activities outside the home 0.91 0.0
0.2
0.4
0.6
0.8
1.0
1.2
Average client increase in confidence to access services on 3-step assessment scale
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WHAT WAS PARTICULARLY EFFECTIVE ABOUT OUR APPROACH? ● L EAH’s 1:1 approach provides tailored support to the specific needs of clients. It enables quicker progress and takes place in a supportive environment for clients who often lack confidence (or the ability) to join a class.
I focused on health and school with my client because she has two young children. We prepared for parentteacher evenings, for example, so she knew what to expect and how to ask questions. (Volunteer)
● L EAH’s home-based model allows clients who are less able to leave the home access to English language teaching in a secure setting. Going into a group is very hard for many of our clients. So, a LEAH tutor who goes into the family home as we do is far less challenging for them. It helps build confidence, especially in mothers with young children. (Referrer) ● F or many volunteers and clients the relationship formed is key to the learning experience, both in terms of the increased confidence that this can give clients but also the increased quality of provision a strong relationship encourages.
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My client and I are the same age. He’s a very interesting man and we get on well. When you have good rapport with a person it paves the way for effective teaching and learning. (Volunteer) ●C lients receive holistic, high quality support from LEAH staff and volunteer tutors, in terms of both their learning experiences and the signposting to future provision. My client’s goal is to get a job. She’s not at that point just yet. My focus will be geared towards helping her decide what type of job she wants, writing a CV and preparing for interviews. (Volunteer)
● T he enthusiasm and professionalism of LEAH volunteer tutors who give their time voluntarily to support others. I give her things to do. I might say, next week I want you to ask someone at ASDA’s where something is on your list. Next week you tell me where you found it. Shopping is a big one. (Volunteer) ● T he quality of the LEAH training programme for volunteer tutors. LEAH appeals to volunteers, in particular because of the high quality training it provides, but also because it fits with the personal values and experiences of volunteers.
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I think the training course was well managed, well tutored, well thought out and very enjoyable. This has to do with the people who want to learn English and the people who volunteer. (Volunteer) ● T here is careful and considered matching of clients to volunteer tutors.
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WHAT WE LEARNED: KEY RECOMMENDATIONS Explore ways to enable clients to progress more quickly: The data suggests that many clients aren’t getting enough access to English outside of their lessons, limiting their progress. Our evaluators encouraged us to consider ways to provide more opportunities for language learning. LEAH response: We are exploring new opportunities for a programme of social activities for clients outside of their lessons.
Nurture and engage volunteers in new ways: Volunteers stay with LEAH for an average 18 months and they are key to our success. Our evaluators encouraged us to consider ways we can further nurture and retain volunteers. LEAH response: We are consulting our volunteers about establishing an experienced volunteer group to take on new, exciting roles within LEAH.
Improve our communication with clients, volunteers and referrers: How and what LEAH communicates about the support process is important to stakeholders in different ways. While this is generally clear, there were examples from the evaluation of referrers, volunteer tutors and clients not being fully aware of what was happening. Our evaluators encouraged us to review our processes for ensuring clients, referrers and volunteer tutors are kept up to date. LEAH response: We have already changed our process for communicating with our referrers when a client/volunteering pairing ends, and are exploring new ways to highlight topical resources to our volunteers.
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CLIENT CHARACTERISTICS Reflect on our data: Our evaluators felt that the data collected by LEAH is thorough and extensive, but encouraged us to consider what changes we could make to more effectively track client progress, and understand client and volunteer needs. LEAH response: We have started routinely collecting data on where our clients progress to after their support with LEAH ends.
90%
47%
The average age of the client sample was 40 years, with ages ranging from 20-91 years
49%
of LEAH’s 1:1 clients are women
The most frequent countries of origin were Afghanistan, South Korea and Sri Lanka, followed by Poland, Iraq, Iran and Syria
70%
of clients currently reside in Kingston, 30% in Richmond (the evaluation was carried out before LEAH launched its 1:1 service in Hounslow)
of LEAH clients are current or former asylum seekers arrive in the UK between the ages of 18 and 30
55%
have lived in the UK for 5 years or less; 26% for 6-10 years; 17% for 11-20 years
75% 8%
are married
are employed
We’ll be using the evaluation to inform our 2019-21 strategic plan, and highlight here how we’re already responding to the evaluation recommendations 020 8255 6144 • www.leah.org.uk/ • info@leah.org.uk
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CLIENT AREAS OF ORIGIN Latin America and Caribbean
CASE STUDY: YASER
Africa (except North Africa)
3.5%
4%
EU countries 7.5% Central and Eastern Europe 11.5%
Middle East and North Africa 29%
East Asia and Pacific 15.5% South Asia 29%
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Yaser, 31, was referred to LEAH by Elmbridge CAN. He is a Syrian national who settled in Kingston in 2017 after six months in Lebanon. His extended family remains in Lebanon. He lives with his wife, Batoul, and their two daughters.
Yaser benefited from six months of free English language tuition with experienced LEAH tutor Suneel. “I think he found me very strict,” says Suneel, “especially about homework”. “When we started, I got the impression that he was going to college, so I decided on a conversationbased approach to supplement his college work.” Suneel says that he’s a shy person so lessons were also about giving
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him the confidence to speak with others. His ambition was to improve his conversation skills and get a UK driving license. Yaser loves driving. Having a license would make him more independent and there would then be the possibility of getting a job as a driver. Suneel bought him a copy of The Highway Code and structured lessons around that. While learning the Code, Yaser also built up his conversational English. They would take walks to learn street signs and discuss how he should respond as a driver. Suneel prepared exercises about car parts so that Yaser could learn their names and how they were used.
Yaser was a keen learner. He often asked questions about grammar and sentence structure, and was able to write and understand text messages and simple email exchanges to reschedule lessons, for example. While they didn’t have the normal full year together, Yaser is proud of his achievements. He passed his driving theory test and would like to take the practical exam when he can afford driving school. Batoul also took the test and it niggles him that she scored higher that he did. Yaser says that he finished high school in Syria at the age of 18 and went on to study graphic design at college. After completing his studies he worked for a large print company and loves the industry. He says,
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“Yaser is proud of his achievements. He passed his driving theory test and would like to take the practical exam when he can afford driving school.” “I’d volunteer to clean printing machines, just to be able to smell ink again. It would be great to do something you love.” Living here in Kingston suits Yaser and his family. Everything is within easy walking distance so they can take the children to the park, get to college, and the mosque is just down the street. Yaser and Batoul continue with their ESOL Skills for Life programme at Kingston College and juggle childcare responsibilities between them so that they can both attend classes four days a week.
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CASE STUDY: LAMAH Lamah, 40, referred herself to LEAH in 2014. She attended the Ham People’s Project as a client before qualifying as a tutor in 2017. She tutors one day a week and teaches a literacy class in Whitton.
“It’s up to the individual to put in the effort to learn,” says LEAH tutor Lamah. Originally from Syria with Arabic as her first language, she’s been working with her first client since successfully completing one of LEAH’s eight-week training courses last year. “Our trainer, Emma, was amazing,” says Lamah. “She taught us how to explain things to our clients and we worked well as a group. Some of the learning games
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Lamah (right) with former Cllr Jean Loveland at a crafts session in Ham.
“Our trainer, Emma, was amazing,” says Lamah.“She taught us how to explain things to our clients and we worked well as a group. Some of the learning games we played were unfamiliar to me.”
we played were unfamiliar to me. Everyone else in the class knew them because they were British but I didn’t, and at times I wished that people would speak just a little bit more slowly. Otherwise I enjoyed the course.”
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Lamah’s client from Afghanistan is the mother of six children, including one-year-old twins. Her husband has been living in the UK for 13 years so speaks English, as do the older children. She wants to be independent and her husband is doing all he can to support her. He looks after the children in a separate room while she has her weekly lesson with Lamah, and drives her regularly to one of LEAH’s literacy classes. Her client is incredibly busy with six children so it’s difficult to find time to study between lessons. “She left school at the age of 8, so we’re really starting with the basics,” says Lamah. As a new tutor, Lamah says she’s learning all the time. One day she asked her client to name five things beginning with the
“If I give someone something they need and they’re happy, I enjoy myself. Volunteering is giving something from your heart and that makes me feel happy.” letter T. As the client struggled to come up with an item, one of her children opened the fridge and pointed to food beginning with T. Lamah says it was a great moment because this client’s child just gave her a very useful, and memorable, teaching idea. When asked what she enjoys about being a LEAH tutor, Lamah replies: “If I give someone something they need and they’re happy, I enjoy myself. Volunteering is giving something from your heart and that makes me feel happy.”
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Lamah has two children at university and one at Grey Court School in Ham. She’s looking for part-time paid employment, or work placement, in a shop or school, to develop her English language skills further.
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Learn English at Home is an ambitious local charity supporting isolated ethnic minority adults with low English levels in South West London. Our trained and vetted volunteers offer bespoke ESOL (English for Speakers of Other Languages) lessons 1:1 in clients’ homes and, where we identify a gap in local provision, to small group classes in community settings. We support those who would otherwise be excluded from language support because of their caring duties, illiteracy in their first language, or ill health. We aim to empower clients to improve their English skills, reduce their social isolation, and increase their confidence and participation in community activities.
Our referrers ● I think LEAH’s service is extremely important because being able to communicate when you’ve got young children is absolutely vital. ● I think language is the most fundamental barrier to becoming part of the community. For example, my client has got citizenship, permanent residency, but she cannot communicate. This is why LEAH classes are key.
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Our volunteer tutors ● The inability to communicate is very daunting. [Clients] are lonely, isolated, scared to go out in case someone talks to them. I focus on speaking to give my client the confidence to do what she wants to do in her life. ● If you’re in a classroom with a dozen people then the time you can give to an individual person is limited. One to one is the most effective, especially if you’re starting
with somebody who has very limited or next to no English. Our learners ● Today my little one had a vaccine and I took him to the doctor. Before this I can’t make an appointment alone. Now I can take the phone, answer questions. ● I need to go back to study. I need to get a job. In my country I am an IT [professional]. I finish a degree for university but when I came here I lost everything. ● I use it [English] in my daily life, in the school, talking with the teacher, GP, the market and the shops. I can speak with the other mothers.
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