Appendix 1: Evaluation Framework
How effectively does Stand Children’s Services respond to the wellbeing and learning of children who have experienced trauma?
What information is collected and how is it used to benefit the children?
- Selection criteria and application of this criteria
- Managing the time lag between early information collection and the child’s enrolment
- Collection and use of information from families/whānau, the school, support agencies, and the child.
Transition into the children’s villages
What is in place for individual children to get maximum benefits during and after their time in the children’s village?
- Gathering information/perspectives from the child phases of the programme
- The 24/7 programme
- Individualised learning and wellbeing plans in actions
- How therapeutic, care and education (TCE) teams work together and provide children with consistent expectations, strategies, and recognition of success
- Valuing and using the child’s voice, interests, culture, identity and strengths.
In the children’s villages
How well are the children increasing their confidence, resilience and readiness for learning?
- The skills, dispositions and strategies focused on for individual children
- Opportunities/curriculum for children to use new skills, strategies and self‑regulation
- How students’ confidence, resilience and readiness for learning is known about and responded to
- Activities to support transition back to their community.
Transition back to the child’s school and community
How well are the school, family/whānau and the child supported to ensure the child is able to be confident, resilient and able to learn when back at their school?
- Sharing of information processes (with the children’s school) across large regions
- Opportunities for the child to apply new strategies at school to achieve successfully
- Their teachers’ confidence to support and build on what the child is successful at what?
- The child’s confidence and knowledge of new strategies and when to use them
- Evidence of raised achievement
- Parental involvement in learning and transitions
- Families/whānau, schools, and children’s perceptions of change and success
- Working with social workers from the child’s community.
Children’s villages’ accountabilities, evaluation, and improvement
How well are ongoing internal evaluation and development processes contributing to improvements for children?
- Knowledge of short and longer term learning and wellbeing outcomes for children
- Staff expectations and performance
- Managing ongoing improvement /development of staff
- Working with schools that enrol students.