Impact Report 2017-18 Academic Year - Jamie's Farm
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Impact Report 2017–18 Academic Year
“Kensington Aldridge Academy has been working with Jamie’s Farm for several years now and it has proved to be one of the most beneficial interventions our students experience. Staff at Jamie’s Farm provide exceptional mentoring to some of our most vulnerable students and we have seen amazing development in their self- esteem, attainment and behaviour following their residential trips.” Head Teacher, Kensington Aldridge Academy “What I love about Jamie’s Farm is that I get a chance to start off fresh again. It gives me the opportunity to be led in the right direction and gives me motivation to keep trying to be the best person I can be. Overall, it made me more of a positive person, because we get the chance to live in such a positive and friendly environment.” Young person, 15, Harris Girls’ Academy Bromley
Contents Introduction 4 Executive summary 5 Overview of Jamie’s Farm 6 Our approach 10 2017–18 demographics 16 2017–18 outcomes 18 Family groups 23 Outcomes for education professionals 24 Oasis Farm Waterloo 26 How we measure our outcomes 28
Introduction
It’s been another busy and exciting sector through sharing our methodology with
academic year at Jamie’s Farm, education professionals and participating in high
supporting more young people, profile round tables and debates. This has included
across more farms, than ever before. speaking on a panel at the Child Poverty Summit and
meeting the Children’s Commissioner for England
In January 2018 we launched
and is something we want to be doing even more
Jamie’s Farm Monmouth, our
of going forward.
third residential farm, with a group
from our longstanding partner school, The Nuneaton We have continued to improve our monitoring and
Academy. We are very proud that outcomes achieved evaluation processes, ensuring we have as robust
at this site have been excellent and consistent with data as possible and are striving to be exemplary in
those at our other farms. We are also pleased to have the sector. This report also outlines the developments
welcomed our first ever school groups from Wales, to our 2018–19 data collection processes, which we
something we are looking forward to building on this believe will further deepen and improve our outcomes
year. Now our Monmouth farm is fully operational, in the years to come.
an additional 450 young people each year will benefit
Looking ahead, we are thrilled to have opened our
from our transformative residential experience at this
fourth site, Jamie’s Farm Lewes, which received its
stunning location.
first group of visitors in March 2019. This will enable
This report highlights all the fantastic outcomes we us to reach more disadvantaged communities in the
are achieving for some of the most vulnerable young South East, and transform the lives of 2,000 young
people across England and Wales. In particular, we people each year across all our sites.
are proud to be having an extremely positive impact
We hope you enjoy reading this impact report.
on young people’s mental wellbeing, an important
factor in our vision of better equipping vulnerable Best wishes
Jamie Feilden
young people to thrive, alongside their behaviour,
engagement and essential life skills.
As well as increasing the numbers of young people Jamie Feilden
we work with each year, we have been influencing the Founder and CEO
4 | Impact Report: 2017–18 Academic Year
Executive Summary
Social and academic exclusion is one of the most mental wellbeing and engagement seeing the greatest
pressing issues facing young people and society improvement. We also demonstrate improvements
today. Jamie’s Farm provides a preventative solution in the practice of education professionals in working
to this problem, through our unique provision of with these young people through our residential
‘Farming, Family, Therapy, Legacy’ during a experience, and additional CPD opportunities.
residential and follow-up programme.
We continue to better our monitoring and evaluation
We work with schools, specialist provisions and other processes and programme, using feedback from young
organisations to target some of the most vulnerable people, visiting staff and other stakeholders, to ensure
young people across England and Wales. These include we are achieving the best possible outcomes for
those with poor mental wellbeing, self-esteem, these vulnerable young people.
engagement and behaviour, and underdeveloped
essential life skills. As such, a high proportion of our
young people fall into groups recognised as being at
89%
risk, including young people with Special Educational We worked with
1,148
Needs and/or Disability (SEND), Children who are
had a higher mental
Looked After (CLAs), ethnic minority groups, those wellbeing score after
in receipt of Free School Meals and/or those with visiting
Adverse Childhood Experiences (ACEs). vulnerable young
During the 2017–18 academic year, almost half of our people
young people were referred for improved wellbeing, a
marked increase on previous years, and nearly a third
were referred for improved behaviour. 59% were male 66%
and 41% female, with 73% being in Years 7, 8 or 9.
We have seen an increase in the number of Year 7s
58%
of those at risk of
displayed improved
engagement six months
after visiting
being selected, highlighting how our programme is permanent exclusion
were no longer at risk
increasingly seen as a preventative measure for later six months after
visiting
years and one that can support the transition to
secondary school.
2017–18 also saw us work with our 5,000th young
We worked with
314
person, and open our third residential site, Jamie’s Farm
Monmouth. We increased the diversity of the groups
we worked with, welcoming our first ever groups from
Wales, and extending our work with Virtual Schools, 97%
of visiting staff would visiting staff
Pupil Referral Units and Special Schools. In addition, rebook a visit and residential
we continue to work with a number of groups outside
volunteers
of our standard residential programme, including
Family groups, larger groups and revision groups.
Our sites have since increased to four, with the
opening of Jamie’s Farm Lewes in 2019. 100%
visiting staff agreed /
100%
Our reporting demonstrates sustained improvements strongly agreed there
visiting staff agreed /
was a benefit to
in young people’s mental wellbeing and self-esteem, staff strongly agreed there
was a benefit to
engagement with education, behaviour and essential students
life skills at least six months after visiting – with
Impact Report: 2017–18 Academic Year | 5
Overview of Jamie’s Farm
Our vision
Vulnerable young people nationwide will be better
equipped to thrive during secondary school years
and beyond.
An overview 1 IN 7
11–16 year olds have
Jamie’s Farm acts as a catalyst for change, enabling
a mental health
young people at risk of social and academic
exclusion to thrive and engage more fully with
disorder
education, at home and in their communities. We do
this primarily through a unique week-long residential
experience and follow-up programme, involving
‘Farming, Family, Therapy, Legacy’. During the
45%
children with a mental
residential, young people are involved with the daily health disorder leave
running of one of our rural livestock farms and work Each day
35
school before the
to complete real jobs with tangible outcomes.
age of 15
Alongside this, we provide a flexible programme of
one-to-one and group reflective sessions to support
young people to vocalise rather than act out their
challenges, and develop new positive patterns to children are excluded
1 in 2
carry forward into home and school life. from school
This is accompanied by a rigorous follow-up
programme that seeks to ensure positive changes
are sustained. By working in partnership with schools excluded children have
and local authorities, we ensure that the experiences a recognised mental
had by young people during the residential can be
health problem Excluded
followed up in both home and school life to increase
a young person’s ability to reach their potential. children will go on
to make up the
“Jamie’s Farm empowers young people to
express their emotions and find alternative majority
strategies to help them cope better. It also of the prison
gives staff an insight into difficulties young Over their population
people may be transitioning through.” lifetime, an
Learning Support Manager, Harris Academy South Norwood excluded child will
cost the taxpayer
£370,000 National statistics. Sources: DfE
(2018), ONS (2017) and Mental
Health Network / NHS (2007)
6 | Impact Report: 2017–18 Academic Year
Our Farms How we select our young people
We operate from farms in Bath, Hereford We work with some of the most vulnerable young
and Monmouth, where we run our residential people across England and Wales, focusing on those
programmes, as well as our city farm, Oasis Farm at risk of social and academic exclusion. We closely
Waterloo, where we undertake follow-up work support lead teachers and visiting staff to identify
with our London schools and offer longer-term those young people who would benefit most from
interventions. Our three residential farms have all our provision, and specifically target those with poor
been operating at capacity – a testament to the mental wellbeing and self-esteem, poor behaviour,
demand for our programme and to the positive poor engagement and underdeveloped essential
impact as a result. We know, however, that there life skills.
are many more who could benefit from our provision.
We also target those groups of young people
As such, we expanded to a fourth farm in Lewes
identified by the Department for Education as being
in March 2019. Once Jamie’s Farm Lewes is fully
‘at risk’ of under-attaining academically or being
operational, we aim to be working with 2,000
excluded from school. These include Children
young people per year.
who are Looked After (CLAs), those in receipt of
Pupil Premium / Free School Meals, with Special
Educational Needs and / or Disability (SEND), from
ethnic minority backgrounds and / or having had
Adverse Childhood Experiences (ACEs). The latter
includes a variety of complex challenges at home,
including child protection issues, being young carers,
bereavement, exposure to poverty, varying degrees
of abuse and neglect, highly sexualised environments
and criminal activity. Many of these do not sit in
isolation and we find that most of our young people
Jamie’s
Farm experience disadvantage in a number of ways.
Hereford Jamie’s Farm Oasis Farm
Monmouth Waterloo
Jamie’s
Farm
Bath
Jamie’s
Farm Lewes
Jamie’s Farm locations
Locations of some of our partner schools
Impact Report: 2017–18 Academic Year | 7
Why we select our young people Poor engagement
When children are not engaging fully with their
Poor mental wellbeing education it can be difficult for them to see their
Poor mental wellbeing is one of the most pressing potential. Without opportunities to realise what they
issues facing young people today and is closely aligned are capable of, a course of underachievement can
with social and academic exclusion. Mental wellbeing be set very early on. Lack of engagement can
has a huge influence upon young people’s cognitive manifest in a variety of ways in schools: poor
development, learning, physical health and access to behaviour, falling behind academically or persistent
employment (Goodman et al, 2017) and ‘positive mental absenteeism. Poor attendance in schools can be
wellbeing is essential if young people are to flourish caused by various factors, both through stresses in
and lead rich and fulfilling lives’ (Public Health England, a young person’s life outside school, but also in their
2015). The prevalence of mental ill-health increases immediate environment. Of pupils with attendance
rapidly in mid to late adolescence (ONS, 2017) and less than 50%, only 3% manage to achieve five or
the number of referrals by schools in England seeking more GCSEs at grades A*– C including Maths and
mental health treatment for pupils has risen by more English (DfE, 2014).
than a third over the last three years (NSPCC, 2018).
Half of all pupils excluded from school are suffering Underdeveloped essential life skills:
from a recognised mental health problem and once
Research has suggested that a lack of soft skill
they are excluded their mental health continues to
development limits the success of a young person
deteriorate (IPPR, 2017, Ford et al, 2017).
both in school and beyond. In fact, “these
characteristics are a more accurate predictor of a
Poor behaviour child’s academic and occupational success than
Persistent disruptive behaviour continues to be cognitive ability” (Roberts, 2009). Self-esteem, a
the most common reason for permanent exclusion young person’s outlook and possessing grit and
from school, accounting for 35.7% of all permanent resilience are essential factors in engaging with
exclusions in 2016–17 (DfE, 2018). Of all young school and having successful outcomes (Copps
people permanently excluded from school, 99% and Plimmer, 2013).
leave the education system without the necessary
qualifications to access the workplace (DfE, 2018).
Furthermore, children who have been temporarily or We have identified that in order for our
permanently excluded go on to make up the majority programme to work best, the ideal group is
of the prison population (Ministry of Justice, 2012). made up of 10–12 young people (mixed
It is estimated that if just one in ten of these young genders and ages) with half the group being
people, sentenced to go to prison, could be turned referred for poor attendance or low self-
around before getting to this stage, public services esteem, and half referred for poor behaviour.
would save an estimated £100 million annually
(Copps and Plimmer, 2013).
8 | Impact Report: 2017–18 Academic Year
AMy, Year 11
behaviour in school. Over time, she reduced
“My first residential to Jamie’s Farm was her number of behaviour points and remained
in Year 9. I was 13 years old and had gone in more lessons than she was removed from.
through situations that made me feel hopeless. Inspiringly, she also decided she would like to
I felt alone and as if I couldn’t achieve anything. raise money for Jamie’s Farm as a way to show
The first time I went I was so nervous, but I’m her gratitude for ‘changing her outlook on life’
so glad I didn’t give in and went, it was the and making her believe in herself. As she
best experience of my life! Whilst being there moved into Year 10, the school decided she
I began to understand that I didn’t need to be would benefit from another trip to the Farm,
so angry and that things weren’t as bad as it this time as a mentor. This was a role that
had seemed beforehand. The ‘life swap’ was she took to immediately; showing the other
so beneficial, it helped me in more ways than I students the ropes, encouraging them to
could ever describe. For one it made me realise succeed in all challenges and acting as a
there is no such thing as can’t, anything is fantastic role model. After returning to school,
possible and the sky is the limit! At the end of she vowed to improve her attainment and meet
the day I am now so confident within myself and her GCSE target grades. She also decided that
around people! The experience is life changing she would like to have a career in Childcare.
and I would recommend it to everyone. Through
Her behaviour dramatically improved, her
this whole experience I have come to realise
name was never heard unless she was being
what I want out of my future, and I for one
positively praised, staff were commenting on
cannot wait!”
the complete transformation of herself; she
“Before being selected to come to Jamie’s had matured, become more confident and
Farm, Amy was a student who struggled openly was working harder than she had ever worked
in the school environment. Her behaviour before. Amy achieved excellent results in all
was unpredictable, and self-esteem was low. of her exams and is incredibly grateful to all at
However, that all changed following her first trip Jamie’s Farm who helped and encouraged her.
to the Farm. Amy immediately got involved in Jamie’s Farm truly changed Amy’s outlook on
all tasks and met any challenges she faced with life and has given her a brighter future.”
a smile and determination. After leaving the Assistant Director of Learning, The Nuneaton Academy
Farm, Amy was determined to change her
Impact Report: 2017–18 Academic Year | 9
Our approach:
Farming, Family, Therapy, Legacy
Farming Gardening
Young people help to grow seasonal fruit and
Young people are vital to the
vegetables in our calm and beautiful vegetable
running of our farms and gain
gardens, which is a valuable contribution to meal
huge satisfaction from seeing
preparation. This really allows them to get a sense of
the results of their individual the food cycle, and how putting effort into growing
and group work. and harvesting food can lead to delicious produce.
Rearing livestock Farming community
Interaction with our livestock encourages Young people may visit neighbouring dairy and sheep
nurture, confidence, a sense of responsibility farms, or the livestock market. This helps them to
and achievement. Young people see the value of understand the social context of farming and develop
hard work and gain a huge amount from tackling trusting relationships with a range of adults.
challenging jobs in a new environment. Young people
also contribute to farm life through activities such
“I like the wood chopping because it also helps
as hedging, carpentry, and log chopping.
you with your strength. Your inner strength and
your outer strength at the same time.”
“I loved to hold the baby lambs and feed the Young person, 16, Harris Academy St John’s Wood
big monstrous bull, and just being here with all
my friends. I feel like we’re all a family.”
Young person, 13, Harris Academy St John’s Wood
10 | Impact Report: 2017–18 Academic YearFamily Therapy
On our farms young people Young people come to live,
share in each other’s successes work, play and grow, and the
and learn how to live in a therapeutic approach is woven
cooperative group. They into everything that we do. As
are given a framework and young people are only here for
reference point of what a a working week, we do not engage them in formal
healthy, supportive family can look like. At the start therapy, but in reflective conversations, individually
of the week we set firm boundaries and emphasise and in groups. We call it ‘therapy on the hoof’, which
our high expectations of them. incorporates a more informal, non-intrusive approach.
With the clarity of distance and away from the
Living together distraction of modern technology, young people
commit to making improvements when back at home.
During the week, staff and young people live together
and learn to respect each other and the home in
Group Work
which they live. Everyone contributes to the functions
of the family household. Without the distractions Daily group work encourages young people to
of mobile phones and electronic devices there is interact appropriately with one another. We sit
time and space to reflect, stories are shared in the down around the table after every meal to hear the
evenings, we play games together in the yard and successes and challenges from all members of the
on the final night we have a bonfire and teach each group. Young people set goals, and give and receive
other new songs. peer feedback to each other.
Cooking One-to-ones
Food forms a major part of the week at Jamie’s We have a high staff to student ratio to create
Farm. It enables us to share our cultures, develop strong relationships and an intimate, trusting culture.
our creativity and work as a team. Young people are One-to-one activities with our trained staff allow
involved in every aspect of it, including the growing young people to reflect and vocalise, rather than
of fruit and vegetables, caring for livestock, butchery, act out their challenges.
food preparation and serving. Adults and young
Therapeutic work with horses
people always eat together around the table, and
everyone helps to clean up afterwards. All sugary Working with these large, powerful, but sensitive
snacks are handed in on day one; instead, we show animals allows young people to confront their own
young people the benefits of eating healthily and parallel issues of fear, trust and attunement. It also
allow them to realise the subsequent changes in their affords them the opportunity to form leadership roles
behaviour and attitudes. and vocalise their own difficulties of dealing with
power and control.
Daily walk
A daily walk provides young people with exercise and “My favourite activity was horse work or
a sense of adventure as they discover the countryside. cooking. Horse work because the horses are
This is rewarding, as they frequently exceed their amazing. They are so big and comfortable
expectations of themselves, but it also allows them and calm. It’s amazing to see how they move
to enjoy a sense of freedom as they expand their around and observe my body language. I also
horizons. Kicking a ball about, rolling down hills,
loved cooking – chopping stuff and making
walking the dogs, or even a swim in the river create
everybody happy.”
wonderful memories for young people to take away.
Young person, 13, Harris Academy St John’s Wood
“Jamie’s Farm taught me a lot of new things
Art
that would be useful at home and life- bed
routine and morning routine, and cooking.” We encourage young people to express themselves
Young person, 12, Droylsden Academy
creatively through art, music and drama. We provide
reflective, calm spaces for them to engage with
creative tasks and informally share their thinking
about life, home and school.
Impact Report: 2017–18 Academic Year | 11Legacy and use of electronics – it can lead to huge benefits.
Parents and carers are in a prime position to help
Our programme is not just a effect that change.
one-off residential in isolation.
We provide bespoke follow- One week later
up programmes designed Our partner schools and organisations receive
in partnership with schools, bespoke reports on each young person with detailed
alternative provisions, local authorities and notes about their experiences at the farm, in addition
social services. We ensure we always have open to suggested interventions or manners of working
communication lines to support new ideas and with them.
overcome any challenges that may limit long-
term impact.
“The experience that students have had has
During the residential been invaluable to them. Every aspect of the
Every Thursday morning during a visit, our process and experience has impressed me,
School Partnership Manager meets with our Therapy from pre-visit calls and visits, to the actual visit,
Coordinator and the lead visiting staff member, to to the support and guidance whilst here, and
look at what follow-up support each young person then the planned follow ups – an incredibly
needs, as well as whole group sessions that could be impressive organisation run by equally
planned to recreate the family feel of a Jamie’s Farm impressive staff.”
residential back in school. We look at the key moments Teacher, Hartshill School
when we, as Jamie’s Farm staff, can go into school
to reconnect with the young people, and in particular,
to hold them to account against the challenges and Two weeks later
goals they set themselves on the Farm. A fortnight later, each young person gets sent a
postcard with a photo of them in their favourite place
The day they return at the farm along with a reminder of their strengths
The Head Teacher of each school receives a letter and highlights from the week, as well as the challenges
on the Friday of a visit – the day the young people they have identified for themselves. For many young
return. This is so that they can celebrate all their people this is a real boost in reintegrating back into
highlights alongside them as soon as they get back. school and home life.
It will also detail any key strategies that we believe
will help certain individuals. By ensuring that this key Six weeks later
decision maker is immediately made aware of the After six weeks, our staff visit young people in their
challenges that the individuals have to overcome on school / organisation. We hold a meeting, to refresh
a daily basis, we have sought to limit the effect of the values of Jamie’s Farm whilst hearing how
the occasional post-Farm blues that can sometimes they have been getting on against the challenges
affect the young people on their return to school. they set for themselves. We also present them
For the young person, it is extremely powerful to with their certificates, often in front of their parents,
come back to school to a Head Teacher who has carers and teachers, which detail all their positive
already heard how well they got on; it can lead to qualities and achievements whilst on the farm. Due to
a profound boost to self-esteem. our high retention rate of school bookings and their
subsequent multiple visits, a visit in school to one
The day after they return group often involves checking in with our ever-
On the Saturday, the day after young people leave, all increasing alumni of Jamie’s Farmers from previous
parents and carers receive a letter by post from our visits too.
Jamie’s Farm teams. This personalised recognition,
specific to every young person, is designed to
Six months and beyond
support them in sharing their successes, their pride We like to offer work experience placements to young
and excitement from the week immediately on their people who have been on a residential, and for whom
return to normal life. This is a great chance to ensure the experience would be beneficial to their future
parents and carers are brought into the process. careers. For some this is shadowing our Farm Manager;
We know that if young people change some of their for others they are based with our administrative team
lifestyle habits – for instance in terms of diet, sleep learning about the communications, fundraising or
12 | Impact Report: 2017–18 Academic Yearfinancial side of the charity. Having been there and
done it, Work Experience students often provide the “As a mentor, Jamie’s Farm means so much to
best support to the new cohorts of young people me. I think it’ll be very different (back at school)
coming through our programme. because I felt I was more positive towards
different situations and I’ve had so much
Peer mentoring reflecting time that I know what I’m doing and
We also encourage our partner schools and I know the things that I’ve done wrong, so I’m
organisations to bring a couple of returning young going to correct them when I get back home.”
people as mentors to new groups. The young people Young person, 16, Orchard Park High School
then work with their mentees back in school to help
them change their paths and offer support should
they need it. For some of the older mentors this
level of responsibility can be both a reward and
sometimes a timely reminder of the progress they
have made since attending Jamie’s Farm.
13Our theory of change
Our Theory of Change demonstrates the journey a strands) and our outcomes (improvements in
young person at Jamie’s Farm takes, and the way attainment, attendance, wellbeing and fewer
that our approach effects the outcomes we are exclusions), we can closely monitor our programme
seeking. By explicitly drawing the links between the and ensure that we continue to adapt so that we
inputs (our ‘Farming, Family, Therapy and Legacy’ are achieving the greatest impact possible.
Increased Higher Improved Fewer
attainment attendance wellbeing exclusions
Vulnerable young people nationwide will be better equipped
to thrive during secondary school years and beyond.
Increased Better relationships
Increased Better
self-esteem with adults and
engagement behaviour
and resilience peers
Reformed Increased Better-informed
Belief in their patterns of behaviour emotional and better-
own agency without negative literacy equipped staff
labels
A healthy Safe space to Positive ways of
Opportunities technology-free refelect in individual working modelled
to succeed lifestyle, away from meetings and for teachers
negative influences group sessions and staff
Farming Family Therapy Legacy and
follow-up
Real jobs with A loving, holding An integrative Long-term support
real outcomes framework of therapeutic for children and
support programme collaboration with
partner schools
14 | Impact Report: 2017–18 Academic YearAmena, Year 10
“Considering my strong distaste for animals and
countryside life prior to this trip, when I was first
offered this opportunity, I immediately pulled a face.
Me? In the countryside? Pft. Having first arrived at
the farm and asked to hand in our food and phones,
I was truly sceptical of whether I would even last the
week. Then it all began from there. I found myself
doing things I would have entirely refused to do
back in London. Jamie’s Farm became my happy
place. All my worries and troubles and stress
disappeared just like that. There were parts of me
I left behind there, and some amazing new parts
I gained. As well as bringing back my newly found
love for dogs, I also brought back something far
more special than that: memories of the experience
of a lifetime.”
Paul, Year 12
“Amena joined the school in Year 8 and struggled to
settle in with her peers. She unexpectedly lost her “I went through a life changing tragedy leading me
father before Christmas, something she struggled to social services. I was sadly a bereaved child, who
to deal with. Amena matured and gained so much lacked confidence and self-belief. The fear I had
confidence through going to Jamie’s Farm. She before going to the farm was rapid. However, easily
started doing exceptionally well in school; excelling within 10 minutes on arrival I discarded those fears
in most of her subjects. Amena has faced some and felt at home. The experiences have been a huge
challenging moments since coming back from the factor for making me be the person I want to be.
farm, however she has been composed and mature I have now gained strong bonds with friends from
when dealing with them, something she possibly the social skills I developed on the farm. My passion
would not have been prior to attending the farm. She for the craft of story has brewed because of the
is also looking to attend successful 6th forms in the motivation and self-belief the farm showed me I
area and is seeing a counsellor for her bereavement.” had. Directing involves working with others to make
Head of Safeguarding, St George’s something brilliant, I love that and perhaps some of
the love for that bred from the way the farm works.
“Amena is full of life whenever she goes to Jamie’s
To be able to work together in unison, it’s important.
Farm, motivated and more self-confident. She
Finally, the skills and core beliefs of the farm have
knows herself more when she is there – as if she
made me want to spread it, thus I have started a
finds a precious part of herself which she is proud
youth group at school which holds those same
of to discover. The most important thing is the
testaments.”
happiness; I can see her happiness through her
eyes, her words, her voice and body language. “Paul was a very quiet, unconfident 13 year-old when
I really can’t explain her happiness enough. he first went to Jamie’s Farm. Nearly five years on,
Thank you.” and Paul says he can’t imagine life without it. He
Amena’s Mum has loved his visits from the moment he first arrived
and felt so welcomed. He has thrown himself
(sometimes literally as well as metaphorically!) into
the activities at Jamie’s Farm, and has gained so
much from this experience throughout his teenage
years. He really thrives on the mixture of practical
achievements, teamwork, helping others, banter
and good chats. The farm has been a warm, safe
and welcoming place to be, where he has grown
hugely in confidence, independence and empathy.
From his initial caution, Paul has grown to become
a great advocate and champion of Jamie’s Farm.”
Paul’s carers
Impact Report: 2017–18 Academic Year | 152017–18 demographics
Who visited Jamie’s Farm We work with a range of different groups. These
include mainstream Secondary Schools, Virtual
During the 2017–18 academic year, we worked with Schools and CLA specific groups, mainstream
1,158 vulnerable people across our three residential Primary Schools, Pupil Referral Units (PRUs),
sites, from 69 schools, alternative provisions and Special Schools, those focused on young people
other organisations. Of these, 995 young people Not in Employment, Education or Training (NEET),
visited as part of our ‘standard’ residential programme, big groups (including revision groups), families and
133 came as part of larger groups, including revision unaccompanied asylum seeker groups.
groups, and 20 young people and 10 vulnerable
adults came as part of family visits. 70% Mainstream
Secondary Schools
11% Virtual Schools and
CLA-specific groups
6% PRUs
We worked with 4% Special Schools
1,148
3% NEET groups
2% Family groups
Year 12+ 2% Big groups
Year 12+
young people 3% Primary 1% Mainstream
Year 11 3% Primary
Year 11
2% 2% Primary Schools
5%
5% 1% Other
41%
41%
Year 7
Year 7 61% London
female
59%
female 59%
Year 10
Year 10
18%
18%
21%
21% 10% North West
male
male 7% East Midlands
Year 8 6% South East
Year 9 Year 8
Year 9
25%
25% 27%
27%
6% West Midlands
4% Wales
3% North East
2% South West
1% Yorkshire &
Year Young Weeks The Humber
people booked
2005–09 270 29 Our initial site, Jamie’s Farm Bath, continues to
2009–10 174 13 predominantly work with London groups due to a
2010–11 257 24 strong track record in this area, our ability to build
and maintain relationships and word of mouth in
2011–12 413 30
the region. Our continued high percentage of London
2012–13 440 30 groups overall also reflects the high level of per
2013–14 522 37 pupil funding in the capital. However, our newer
2014–15 674 55 farms have a more diverse profile, working with a
2015–16 850 71 higher proportion of organisations from other
geographic areas.
2016–17 913 76
2017–18 1148 103
Total 5661 468
16 | Impact Report: 2017–18 Academic YearStandard residential programme Prior to visiting:
Our standard programme typically includes a five-
day residential, during which 8–12 young people
who fulfil the target criteria (outlined on page 8), and
2–3 accompanying adults, work alongside our staff,
following our ‘Farming, Family, Therapy, Legacy’
58%
displayed poor mental
41%
of young people improved
displayed
in the poor by
area chosen
wellbeing and engagement
their with
staff six months
approach. It applies to all groups except our big self-esteem school
after visiting
groups and families.
Across the UK Of the young people
in 2017–18 who visited Jamie’s
Farm in 2017–18 56%
of young people improved
inwere ‘not on
the area track’
chosen by
27%
had attendance
theirinstaff
theirsixcore
months below 90%
subjects
after visiting
Pupils eligible for Free School
Meals are around
At leastfour times At least
31%
more likely to be permanently
or temporarily excluded than 45% 50% At least
their peers
classified as SEND in receipt of Free School Meals
(FSM) / Pupil Premium (PPI)
42%
Childrenofentitled
young to
school meals
in the
free improved
people
(FSM)
area chosen
displayed poor by
25%
had experienced or were
their staff six months
behaviour at risk of permanent
after visiting exclusion
Black, Gypsy Roma and
Mixed ethnicity pupils have
42% 3%35%
the highest rates of both
temporary and permanent Visiting staff outcome selection
exclusions
Before visiting, staff are asked to select the one
Black, Gypsy Roma or outcome they would like most for each young person.
Children of ethnic Carers
Mixed ethnicity
minorities (BAME) Improved attendance
Young people with SEND are
six times more likely to be At least At least 7%
excluded than those without,
accounting for around half 31% 45%
Improved
attainment 50%
of all permanent exclusions 13%
Improved
classified as SEND in receipt of Free School Meals wellbeing
Children entitled to free
(FSM) / Pupil Premium
Improved(PPI)
behaviour
49%
school meals (FSM)
Children who are Looked
After (CLAs) are five times At least
31%
more likely to be temporarily
13%
excluded than pupils overall
42% 3%
Children who are We know that young people’s mental wellbeing is
(DfE, 2018) Looked After (CLAs) increasingly a cause for concern. This is evident in
Children of ethnic Carers
our young people, with wellbeing being the predominant
minorities (BAME)
reason for referral by visiting staff, and poor mental
wellbeing and self-esteem being displayed in the
majority of young people before visiting. We have
seen an increase in this as a reason for referral over
time, reflecting changes in what visiting staff are
concerned about. Improved behaviour continues to
be the selected main outcome for around a third of
our young people.
Impact Report: 2017–18 Academic Year | 172017–18 outcomes
Our rigorous reporting shows improvements “HHHHH just isn’t enough! The positive
in young people’s mental wellbeing and self- impact Jamie’s Farm has had on the young
esteem, behaviour, engagement and essential life people I work with is profound. I feel honoured
skills, at least six months after visiting. We also and privileged to have been welcomed into
improve the practice of education professionals.
the Jamie’s Farm family this past week along
with my kids.”
“Overall it was an unforgettable and life Residential Care Officer, Springfields Academy
changing experience for all the students. If only
all young people could have this opportunity!”
Teacher, Harris Academy St John’s Wood
18The following outcomes are for all the young people “His self-esteem has shot through the roof –
who have participated in our standard residential he is the happiest we have ever seen him. He
programme, and unless otherwise stated refer to the is no longer scared and anxious around school,
2017–18 academic year. he engages with more people generally and
he is confident to express himself.”
Teacher, Selly Oak Trust
100%
visiting staff agreed /
66%
young people improved
in the area chosen by
strongly agreed there
was a benefit to their staff six months Improved engagement
students after visiting
We have demonstrated improved engagement in two
thirds of our young people. This will enable them to
make positive relationships, raise attainment and
attendance, and allow them to develop goals and
Improved mental wellbeing aims in their lives through a renewed sense of focus.
Our most significant impact has been on young
80%
people’s mental wellbeing, demonstrated through the
Shortened Warwick-Edinburgh Mental Wellbeing Scale.
This will promote their self-esteem and nurture them
to make the most of school and other opportunities
66%
displayed improved
of those referred for
increased attainment
engagement six months showed an increase
in their lives. after visiting six months after
visiting
63%
displayed improved
89%
had a higher mental
“Here I work way harder than when I am at
self-esteem six months wellbeing score after home. At home, I just sit down with my phone
after visiting visiting
and technology. Here, I wake up in the morning
and work, work, feed the animals, eat, work
again, walk – and I like it much better.”
Young person, 12, Harris Academy St John’s Wood
“M was not very confident in himself before “We cannot thank you enough for the
he went to Jamie’s Farm. Since his return, he amazing time spent on the farm. It really was
has become much more confident. Jamie’s the most fantastic experience for our students.
Farm taught him how to cook and look after I felt privileged to watch and be part of the
other people and animals and I’ll never forget transformation in some of our young people’s
my first batch of pancakes! Yum!” presentation. Engagement and self-confidence
Parent to young person, 14, Tonypandy School
grew in abundance as our students were
“C didn’t want to stay on the first night, acknowledged for their potential and I feel all will
didn’t talk to anyone and hid under a table in have benefitted from the impact of The Farm –
withdrawal. By the end of the week he had which I for one had certainly underestimated!”
climbed the mountain, stood with the wind Assistant Principal, Nova Herod Academy
billowing in his clothes and rolled all the “Two young people who attended who were
way down like a sausage. He enjoyed the NEET have now decided to go into Education.
encounters with all the animals, and threw I think that highlights the impact that Jamie’s
himself down the water slide with total Farm can have.”
abandonment. On the last day, he was able Participation Officer, Westminster Virtual School
to make jokes with other pupils and was
comfortable enough to sit snuggled on the
sofa with his new friends. WOW.”
Math’s Teacher, Selly Oak Trust
Impact Report: 2017–18 Academic Year | 19Improved behaviour “I’ve been much calmer here, I haven’t lost
my temper. Just breathing this nice fresh air,
We have demonstrated improved behaviour in over clean, no pollution like London, with all the
half of our young people and reduced the number of technology and the high buildings. Out here
those at risk of exclusion overall. This is so that they it’s all mother nature and getting fresh eggs
can develop a purposeful, positive attitude to learning
from the chickens.”
and wider interactions with the people around them.
Young person, 14, Harris Academy St John’s Wood
“One student arrived and had experienced
53% 58%
of those at risk of
a lot of negativity from school staff due to
his behaviour and attitude. At the farm he was
incredible; he listened politely, he worked so
displayed improved permanent exclusion
behaviour six months were no longer at risk hard, he showed a caring side, he was funny,
after visiting six months after he showed resilience and interest in others.
visiting
One of the more important things he did was
showed his weaknesses and reflected so
well about how he could change to become
“L is a pupil who has been at risk of losing a better person. I just didn’t think we would
his place at the Academy – often showing have this much success from this trip.”
aggressive and violent outbursts at school. Lead Teacher, Harlington Upper School
Only the week before coming, he had been
involved in incidents that led to disciplinary
action. This week, L has come out of his shell,
supporting other pupils and responding to
challenges calmly and without losing his temper.
Seeing L calmly and confidently round up
170 sheep on his own is one of the proudest
moments of my career. The farm has already
helped L see what he is capable of and that
he can react calmly and with control.”
Assistant Principal, Oasis Academy Oldham
20 | Impact Report: 2017–18 Academic YearImproved essential life skills “One word to describe Jamie’s Farm…
‘Giving’. It’s giving opportunities to young
We also develop young people’s essential life skills, children to be able to correct their mistakes
including resilience, grit, determination and teamwork, if they have any. And just gives them all a
all of which are huge predictors of fulfilling their chance, to be honest.”
potential in later life. Our programme also gives Young person, 14, Accrington Academy
them the opportunity to experience a week without
technology and on a low sugar diet. While we do not “I’ve learnt that people think that I’m a really
quantitatively measure our outcomes on essential life good kid, they think I’m polite. I’ve learnt that
skills, young people, visiting staff and Jamie’s Farm I could do so much more with my life.”
staff have all recognised an impact in these areas. Young person, 14, Swindon Academy
“Many of our young people feel worthless and
“Jamie’s Farm has had a huge impact on all unlikeable – the Farm helps to prove otherwise.
the pupils we brought, in many different ways. Our young people have not had, and are
Some are more confident, some are calmer, unlikely to have, an opportunity like this and
some seem more focused and some have tried the memories they make during our stay will
things they would never have been exposed to last a lifetime. That is something which cannot
before which I feel has left them with much be measured but means the world to them.
Thank you all for giving us that opportunity”.
more direction in life.”
Deputy Head, Hillingdon Virtual School
Teacher, Accrington Academy
“I would just like to say thank you to everyone
“F developed a lot of skills while attending
who’s made my week so amazing. The staff –
Jamie’s Farm. She now has more of a sense
your positivity has been so high and it’s made
of responsibility in the kitchen and is curious
me feel like I need to be on that frequency as
about different types of food. She has so much
well. I’ve learnt so much from watching you
love for all of the animals. She enjoys baking
and being with you about how life should be.
and uses her cookery book that was given to
Just get rid of the stress. Thank you to the
her at the farm. We find that the cookery book
virtual school staff for allowing me to come
brings us together and we can make lots of
here because I’ve enjoyed it immensely,
lovely food. For example we made cookies
I really appreciate it.”
together and they were delicious.” Young person, 14, Hillingdon Virtual School
Mother to young person, 13, Harris Academy St John’s Wood
Impact Report: 2017–18 Academic Year | 21Our impact on Black Caribbean young people
Black Caribbean pupils are permanently
excluded at nearly three times the rate of “I have learnt how to be more patient
White British pupils (DfE, 2018) with people, and that if I put my mind to
things, I can complete things to the best
6.4% of our young people (from our standard
programme) were Black Caribbean
of my ability.”
Young person, 14, Archbishop Tenison’s School
Before visiting, 51% of these demonstrated
poor behaviour, 54% poor mental wellbeing “S found the trip a challenge and not
and self-esteem, 50% were not on track in something she would usually engage in.
their core subjects, and a third were at risk However, she is doing brilliantly [on her
of exclusion return to school]! She has come back really
focused to do well. Her understanding
Our programme seems to have a particularly
high impact on this subset of young people
and self reflection is really something to
behold. She really benefitted from her
After participating in the experiences at Jamie’s Farm – [including]
Jamie’s Farm programme: building up a trusting relationship which
is really special for her. It has also been a
really positive thing for her in that she is
91% risk taking in a positive way now.”
Teacher, Archbishop Tenison’s School
84%
of those at risk of
permanent exclusion
were no longer at risk
six months after improved in the area
visiting chosen by their staff
six months after
visiting
86%
displayed improved
self-esteem six months
after visiting
60%
of those ‘not on track’
were ‘on track’
six months after
visiting
88%
displayed improved
engagement six
months after vsiting
64%
displayed improved
behaviour six months
after visiting
22 | Impact Report: 2017–18 Academic YearFamily groups
Since 2016 we have supported a number of “Seeing young people with their families gave
vulnerable families each year, many of whom are me the opportunity to observe how influential
at risk of having their children taken into care, and key parental behaviours are and how they
demonstrated a transformation in the way they relate manifest in the social and emotional
to, and communicate with, each other. This provides
intelligence of the young person. Watching
us with a way to ensure greater long-term impact
some families grow through the process of the
(by working with the family system not just the child)
week by having the space to be honest and
and helps our staff understand the familial contexts
of our young people, crucial to their effectiveness
open with each other has made me realise the
as practitioners. importance of giving young people the chance
to share their feelings when they are exhibiting
During 2017–18 we worked with two family
challenging behaviour. Furthermore, the
groups from Families Forward and the
opportunity to have open conversations with
Triborough Virtual School
the parents about their children has given me
Since 2016 we have worked with six family further insight into working more closely with
groups overall certain parents when it comes to building
positive change in a young person.”
“It was important for us to spend some time Residential volunteer and teacher at Harris Academy South
Norwood, Families Forward Visit
together as a family because we don’t get a
chance to do it much back home. The kids are
really getting on and I think we’re learning to
communicate better as a family, so that’s a
good thing!”
Parent, Families Forward
23Outcomes for education
professionals
Alongside young people, we also support education Visiting Staff
professionals, having received much feedback from
visiting staff and volunteers on how our programme Each week, 2–3 members of accompanying staff
has strengthened their practice. This is especially visit alongside their groups of young people. Not only
important now that some of the biggest issues does this mean they can support them best through
currently facing school leaders include financial the programme and be their advocates on their
concerns and the recruitment and retention of high return, but also improve their own practice through
quality teachers. Cutbacks also mean that schools learning from our experienced teams and observing
have reduced training budgets for their staff. our approach.
Not only do visiting staff and volunteers get to
see a different approach to working with vulnerable
young people outside the classroom, and witness
alternative and effective behaviour management tools
in practice, we also provide Continuing Professional
100%
agreed / strongly agreed
100%
agreed / strongly
that Jamie’s Farm staff agreed there was
Development (CPD) sessions in schools and have were professional a benefit to
developed a series of blogs and podcasts aimed at and skilled staff
those in the sector. As such, we are improving the
practice of education professionals and empowering
93%
them to achieve the best outcomes for vulnerable
young people.
said the visit improved
During 2017–18:
their practice of working
with disadvantaged
we worked with young people
44
we worked with
270visiting staff
residential
volunteers “Jamie’s Farm has reminded me of the power
of praise and the incredible impact that it can
have on a child’s confidence and self-esteem.
“Jamie’s Farm always makes me reflect on my It has inspired me to incorporate into my
working practice with our young people, both practice more activities that allow pupils to
at the Farm itself and then when we return to explore how they feel about certain issues and
London. It gives me an insight into my young how what we learn can be applied to their own
people that I can never get just by meeting lives outside of school. In regards to my role as
with them at school. It allows me to gain a form tutor, it has made me think about how
a full appreciation of their personality, their to ‘check in’ with my pupils in terms of whether
stressors, their calmers… It also helps me to they are ‘ready to learn’ and how to motivate
see what my own triggers are so that I can them at times that they may not.”
work on these and then work with my young Teacher, Bartley Green School
people in a more effective way.”
Deputy Head, Hillingdon Virtual School
24 | Impact Report: 2017–18 Academic YearResidential volunteers Continued Professional
Our formalised programme for residential volunteers,
Development in schools
aimed at those involved or interested in the education As mentioned above, observing the Jamie’s Farm
sector, is becoming more and more popular. By approach to working with vulnerable young people is
immersing themselves in a week-long visit, they get now recognised as essential training and CPD. On the
to work alongside our groups of young people and back of this, Jamie’s Farm has been asked to deliver
learn from our skilled staff. Many volunteers have bespoke CPD sessions for teachers who have not
reflected upon the benefit and uniqueness of the visited the Farm, and subsequently we now formally
experience, and that it provides training they haven’t offer a range of CPD sessions in schools. During
been able to access elsewhere. From our volunteer 2017–18 this included:
survey:
Meeting a select number of teaching staff who
are key to the ongoing support of our young
people, in order to share best practice from the
100%
agreed / strongly agreed
100%
would recommend
farm and from teachers who may already be
achieving well in the classroom.
that Jamie’s Farm staff undertaking a residential Appearing in a Monday morning school briefing in
were professional volunteer placement
and skilled with Jamie’s Farm order to present effective strategies that we may
have gleaned from our time with the young people.
Sharing the broader methodology of the
97%
said the visit improved
Jamie’s Farm approach, especially the value of
positivity, empathy and authenticity in the way
that young people are met by education and
their practice of working
care professionals. In this context we have:
with disadvantaged
young people
ed CPD for over 200 teacher trainees at the
L
Teach First Teacher Development Conference.
elcomed five ‘Away Days’ over multiple days
W
for educational charities or Local Authority
“After observing the techniques Jamie’s Farm
Virtual School staff teams across our farms,
staff used, I have a renewed sense of faith that
focused on what they could learn experientially
unfailing positivity and empathy CAN work to from the way we work with young people.
support vulnerable young people and build
relationships.” osted a full day of Farm Activities for
H
Residential Volunteer (and Teach First Participant) 80 teacher trainees to ground them in our
methodology ahead of their first school
“I have witnessed and learned a lot about placement.
very subtle forms of behaviour management
throughout the week which I will be able to
take into my teaching practice. I also feel that
this experience has helped me have a better
understanding of how vulnerable young people
can be helped in their day to day lives and how
reflecting can be used to help them make
better choices.”
Residential Volunteer (studying for a PGCE at University
of Reading)
Impact Report: 2017–18 Academic Year | 25Oasis Farm Waterloo
We undertake follow-up work and longer-term
“Every time I return to the farm I am interventions at our city farm in Waterloo, primarily
reminded of the importance of calmness. with our London schools and organisations, enabling
My life in school is busy and hectic and the us to deepen our impact once groups return home.
time to just ‘be’ with the pupils and give them Set up in partnership with Oasis Community Hub, this
quality time is hard. Just giving pupils time to half-acre city farm is home to sheep, pigs, chickens,
talk and think things through is a really a fantastic growing space including polytunnels, an
effective way of managing their difficult times outdoor kitchen and a green timber framed barn. The
and helps build stronger relationships based programme delivered here mirrors familiar activities
from the residential, allowing young people to build
on positive interactions. I also have weekly
on their successes and skills identified during the
group meetings with my Golden Group pupils
original visit.
where they have the opportunity to check in
and shout out. It encourages pupils to be more
aware with how the rest of the group are To date we have
feeling at a given time and to adjust their worked with nearly
700
interactions accordingly, which is great for
pupils with Additional Educational Needs and
to also recognise the achievements of others.
Those weekly meetings are a time that all the
pupils look forward to.” young people at Oasis
AEN Subject Driver and Golden Group Teacher,
Farm Waterloo
St Paul’s Way Trust
26 | Impact Report: 2017–18 Academic YearYou can also read
