Children's Voices in Our Neighbourhoods

Community Insights @ Trinity Centre (Dalston)

A Community Insights Research Project:
perceptions of growth change
an! "eing in #ac$ney
neigh"ourhoo!s
%ay &'()
Children's Voices in Our Neighbourhoods - Community Insights @ Trinity Centre (Dalston)
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Contents
Contents**************************************************************************************************************&
Intro!uction*********************************************************************************************************+
%ore "ac$groun! on the partners***********************************************************************)
Consulting with our chil!ren hearing their ,oices**********************************************-
Consultation process*******************************************************************************************.
Chil!ren/s !emographic "ac$groun!s*****************************************************************0
1uestions an! responses***********************************************************************************('
Au!io of respon!ent2s comments**********************************************************************(0
3ummary of the fin!ings***********************************************************************************&'
4uil!ing on this research:**********************************************************************************&+
%ore info on the Peoplescience consultancy*****************************************************&)
%ore info on Trinity Centre (Dalston)*****************************************************************&5
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Introduction
De!icate! to impro,ing the 6uality of life for e,eryone the 7Chil!ren2s 8oices in 9ur
:eigh"ourhoo!s; research project came into "eing through a partnership "etween:
(* Trinity Centre (Dalston)
&* Community Insights Research Project (Team #ac$ney)
This project represents a new regional approach to harnessing an! gal,anising community
insight an! communal consciousness that are important in esta"lishing an! maintaining
#ac$ney citi<en2s o,erall well"eing*
=or the Trinity Centre the project is part of long>stan!ing efforts to continuously a!,ance
its chil! an! family a!,ocacy capacities* It also represents the Centre2s commitment to
engage in #ac$ney2s strategic !e,elopment going forwar!*
Research Project Team:
Trinity Centre (Dalston):
thetrinitycentre!alston*org*u$
Peoplescience Intelligence ?nit:
peoplescience*org*u$
@loy! =rench
%ro&ect Coordinator
Astehmari 4ate$un
%rincipal 'esearcher
4e,erley 4oateng
(oliday Club )ead
Donna AleAan!er
'eport *ditor
Bamie 3ea!en
+"ter ,chool Club )ead
Rujina A$thar
+dministrator
3pecial Than$s:
Ce2! li$e to gi,e a special than$s to the chil!ren an! families who participate! in this
project an! to the Centre2s management team for their careful o,ersight*
Than$s are also !ue to #ac$ney C83 an! #ac$ney Council for seeing the ,alue of Trinity
Centre2s community relations an! fun!ing the Centre2s participation in the Community
Insights programme*
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More background on the partners
1) Trinity Centre (Dalston)
The Trinity Centre (Dalston) was esta"lishe! as a charity in (00- to pro,i!e family
!e,elopment an! chil! care ser,ices* It was opene! to the pu"lic in (00. after a
fun!raising campaign that !rew support from her Royal #ighness the Princess of Cales
an! secure! the fun!s for the refur"ishment of the "uil!ing*
The aim an! o"jecti,es for the Centre are to pro,i!e an economic training an! community
resource for the local neigh"ourhoo! through the pro,ision of:
practical assistance to families an! chil!ren
support to parents ena"ling them to learn eAperience an! !e,elop new an! eAisting s$ills
a wi!e programme of acti,ities for each chil! or young person to enjoy an! participate in
accor!ing to their a"ility an! nee!s allowing for growth in confi!ence an! self>esteem*
Trinity Centre (Dalston) operates in one of the most !epri,e! war!s of #ac$ney: one of the
most !epri,e! "oroughs in @on!on*
3ince its opening the Centre has ma!e its space a,aila"le to the local community an!
successfully run a range of family an! chil!ren/s programmes ser,ing o,er (''' chil!ren
)'' young people at least +'' mem"ers of the pu"lic an! supports o,er (' local groups*
Amongst the most prominent of these latter are the Trinity After 3chool Clu" pro,i!ing
!aily e!ucational an! recreational acti,ities for local chil!ren from +*+'pm>-*''pm
%on!ay>=ri!ayD its popular chil!ren2s holi!ay clu" an! the E4oy< To %en/ project that offers
practical support to young men failing in the e!ucation system an! more generally in
realising their full potential*
Ce recognise that the greatest impact the centre currently has on the pro,ision of local
community amenities is in the area of chil!care an! parenting s$ills* 9ne purpose of this
stu!y is to assess this impact to !ate from the perspecti,e of the users themsel,es the
chil!ren an! young people "y fin!ing out how atten!ing this pro,ision has affecte! their
e,ery!ay li,es*
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2) Community Insights Research Project
3ince April &'(+ Team #ac$ney has a!opte! a new approach to community insight which
aims to "ring together ,iews an! perspecti,es from:
resi!ents
ser,ice users
,oluntary sector
"usinesses
This wor$ is o,erseen "y the community insight group which "rings together Team
#ac$ney partners from the statutory sector community networ$s an! the ,oluntary an!
community sector* The group routinely re,iews insights that ha,e "een gathere! through
community networ$s meetings engagement acti,ities an! sur,eys* It "rings all of these
insights together in or!er to inform the Team #ac$ney partnership an! the annual E3tate of
the 4orough/ report*
The community insight group also i!entifies where there are gaps in insight an! consi!ers
how partners can wor$ together to a!!ress this gap* The group meets at least four times a
year an! is in the process of finalising their first wor$ plan*
@ocal Partners in,ol,e! in the Team #ac$ney Community Insight Froup are currently
running a community !ialogue project on the topic of growth change an! cohesion in
#ac$ney*
(& community organisations were awar!e! a small grant to in,ol,e resi!ents in
con,ersations an! acti,ities with this theme Trinity Centre (Dalston) was one of these*
#ac$ney C83 manage! the community !ialogue grants awar!s*
Team #ac$ney is remitte! to use the materials an! the intelligence gathere! at the annual
partnership meeting 3ummer &'()*
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Consulting with our children, hearing their voices
There were two main reasons why the Trinity Centre !eci!e! to engage in this initiati,e:
(* Cor$ing with chil!ren an! families is a core part of the Centre2s long>stan!ing
o,erall ser,ice seeing it !e,elop uni6ue an! respecte! community relations an!
a!,ocacy capacities*
&* 4eing clear that chil!ren ha,e the right to "e consulte! an! ha,e their ,oices hear!
an! ,iews respecte! un!er Article (&*( of the ?: Con,ention as well as in
accor!ance with the "est practice of #ac$ney Council the Centre2s !etermination
has "een to empower chil!ren an! families $nowle!ge of their rights response>
a"ilities an! self>creati,e capacities in regar! to community !e,elopment*
=rom the Community Insights "roa! themes an! priorities "riefing it was !eci!e! to focus
on the following 6uestion:

7Chat $in!s of opportunities resi!ents woul! li$e to see for themsel,es an! their families
in their local neigh"ourhoo!s an! town centres*;
In eAploring this 6uestion the consultation also too$ on a further agen!a of () "ringing
attention to ,aluing neigh"ourhoo! an! human eAperiences within it an! &) intro!ucing
the chil!ren to the language pertaining to this issue to help !e,elop them as acti,e
citi<ens* Interacti,e group presentations an! con,ersations (,ia one to one
6uestionnaires) were hel! with the Centre2s after school clu" chil!ren an! holi!ay clu"
chil!ren "oth sets of primary school age! groups2 ,oices were capture! "y soun!
recor!ings*
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Consultation process
The Trinity Centre management ha,ing agree! that the consultation nee!e! to "e !one
then went on to !efine the ,alues (as state! a"o,e) of !oing it*
G
Internal organisational capacities were com"ine! with the i!entifie! professional ser,ices
of Peoplescience Intelligence ?nit to !esign an! !eli,er the consultation*
G
The o"jecti,es of "oth Community Insights an! Trinity Centre were !iscusse! an! agree!*
This le! to !eci!ing on an o,erall approach for consultation an! to consi!ering ways of
wor$ing with the chil!ren* 3pecific consultation metho!s were agree!: interacti,e
presentations an! simple 6uestionnaires* These 6uestionnaires were !esigne! to mostly
feature 7yesHno; 6uestions an! 7how !o you feel; 6uestions which the chil!ren were to
rate with a fi,e point smiley face scale*
G
A general time line ha! "een alrea!y propose! through the Community Insights fun!ing
process an! this was agree! as achie,a"le* #ow the chil!ren woul! "e accesse! was
i!entifie! as follows:
at Trinity Centre
through two intro!uctory presentation sessions
"y ,aluing eAperiences opportunities concerns an! i!eas
"y !efining neigh"ourhoo!s
through enhancing a sense of change an! the a"ility to !efine change
two sur,ey 6uestioning sessions
holi!ay clu" I &(st =e"ruary &'()
as part of an after school clu" I &)th %arch &'()
G
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Discussion too$ place to clarify ethical or confi!entiality issues ways of participation an!
for recor!ingHme!ia usage consent proce!ures were re,iewe! an! assure!*
G
The consultation was implemente! on the !ates state! a"o,e* 9n each !ate at the Trinity
Centre the principal researcher Astehmari 4ate$un (from Peoplescience) le! a fun an!
interacti,e presentation intro!ucing
the ,alue of ha,ing the chil!ren2s ,oices hear! "y the "roa!er community
the i!eas an! language in,ol,e! in re,iewing neigh"ourhoo! life
the process an! tools to "e use! in the sur,ey con,ersations
G
ApproAimately 5' chil!ren were in,ol,e! in the presentations of these &- chil!ren with
parental consent were sur,eye! with their con,ersations "eing au!io recor!e!*
G
Fi,en the relati,ity mo!est sample si<e the metho! chosen to analyse the information is
orientate! more towar!s the !irect presentation of responses an! to allowing the chil!ren
to spea$ for themsel,es rather than attempting to o,erly eAtract meaning* This sai!
se,eral points of interest insight an! concern are relati,ely clear*
G
=ee!"ac$ from the stu!y is to "e gi,en to the families an! chil!ren of Trinity Centre
through the pu"lishing an! !istri"ution of this report an! a supporting concise au!io miA of
selecte! responses from the chil!ren* Chil!ren will "e gi,en !irect an! continuous
fee!"ac$ throughout their regular holi!ay an! after school clu" atten!ance whilst sharing
an! eAploring with them the results of their contri"utions to the "roa!er Community
Insights project*
G
The Trinity Centre has o,er the years !e,elope! a strong project re,iew process*
@earning from this 7Chil!ren2s 8oices in 9ur :eigh"ourhoo!s; project will "e reflecte! upon
so that aspects of the consultation that wor$e! well an! that which coul! "e !one
!ifferently in the future will "e ac$nowle!ge! an! "uilt upon*
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Childrens demographic backgrounds
All of the &- chil!ren consulte! were 4ritish "orn citi<ens of primary school age ranging
from 5 to J years ol!* There were (+ "oys an! (+ girls* ?sing the Trinity Centre2s ethnic
monitoring categories the sur,eye! chil!ren2s profiles are as follows:
Cultural Kinship Children Percentage %
African (' +J*)-K
Cari""ean . &-*0&K
Lnglish ) (5*+JK
%iAe! ) (5*+JK
9ther ( +*J5K
&- (''*''K
African
Caribbean
English
i!e"
#ther
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Questions and responses
4elow are the 6uestions that were as$e! !uring the sur,eying of the chil!ren* =ollowing
these are the results of the sur,ey*
3uestions
4actors5Topic yes 5 no smiley-"ace scale
local "amily 6 "riends
Do you ha7e "amily and "riends
li7ing in your local area8
(o9 do you "eel about that8
common spaces li:e par:s and
play grounds
Do you use local par:s and
playgrounds8
(o9 do you "eel about them8
bus and train stops and stations
Do you use buses and trains8 (o9 do you "eel about them8
local schools and libraries
Do you li7e in 9al:ing distance
"rom your school8
Do you use your local library8
(o9 do you "eel about school li"e8
perceptions o" sa"ety and danger
Thin:ing about sa"ety in your
neighbourhood; ho9 do you "eel8
shops and shopping centres
Do you go shopping 9ith your
"amily8
(o9 do you "eel about the shops
and shopping centres in your area8
"aith; culture and community
centres (church; mos3ue; temple;
synagogue; tabernacle etc<)
Do you go to a "aith or cultural
centre a church; mos3ue;
temple; tabernacle or
synagogue; "or e=ample8
(o9 do you "eel about this8
to other "actors
Do you ha7e any other ideas
about your area8
>open 3uestion?
Tell me about them8
+rea 9here I li7e 5 +rea 9here I
go to school or attend child-care
Do you li7e in the area o" this
centre or in another area8
Desired "uture change
>open 3uestion?
@hat could impro7e li"e in your
area8
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Do you have family and friends living in your local area?
Answer Count Percentage %
Mes (M) &+ JJ*)-K
:o (:) + ((*5)K
&- (''*''K
$es ($)
%o (%)
N,iew commentaryO
ow do you feel a!out that?
Answer Count Percentage
8# P 8ery #appy (8#) (( )&*+(K
# P #appy (#) (+ 5'*''K
I4 P In 4etween (I4) ( +*J5K
?# P ?nhappy (?#) ' '*''K
8? P 8ery ?nhappy (8?) ' '*''K
:A P :o Answer (:A) ( +*J5K
&- (''*''K
&' ( &ery
'a))y (&')
' ( 'a))y (')
I* ( In *et+een
(I*)
,' ( ,nha))y
(,')
&, ( &ery
,nha))y (&,)
%A ( %o Ans+er
(%A)
N,iew commentaryO
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Do you use local par"s and playgrounds?
Answer Count Percentage
Mes (M) &+ JJ*)-K
:o (:) + ((*5)K
&- (''*''K
$es ($)
%o (%)
N,iew commentaryO
ow do you feel a!out them?
Answer Count Percentage
8# P 8ery #appy (8#) (' +J*)-K
# P #appy (#) J +'*..K
I4 P In 4etween (I4) - &+*'JK
?# P ?nhappy (?#) ' '*''K
8? P 8ery ?nhappy (8?) ' '*''K
:A P :o Answer (:A) & .*-0K
&- (''*''K
&' ( &ery
'a))y (&')
' ( 'a))y (')
I* ( In *et+een
(I*)
,' ( ,nha))y
(,')
&, ( &ery
,nha))y (&,)
%A ( %o Ans+er
(%A)
N,iew commentaryO
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Do you use !uses and trains?
Answer Count Percentage
Mes (M) &( J'*..K
:o (:) 5 (0*&+K
&- (''*''K
$es ($)
%o (%)
N,iew commentaryO
ow do you feel a!out them?
Answer Count Percentage
8# P 8ery #appy (8#) ) (5*+JK
# P #appy (#) - &+*'JK
I4 P In 4etween (I4) 0 +)*-&K
?# P ?nhappy (?#) + ((*5)K
8? P 8ery ?nhappy (8?) & .*-0K
:A P :o Answer (:A) & .*-0K
&- (''*''K
&' ( &ery
'a))y (&')
' ( 'a))y (')
I* ( In *et+een
(I*)
,' ( ,nha))y
(,')
&, ( &ery
,nha))y (&,)
%A ( %o Ans+er
(%A)
N,iew commentaryO
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Do you live in wal"ing distance from your school?
Answer Count Percentage
Mes (M) (0 .+*'JK
:o (:) . &-*0&K
&- (''*''K
$es ($)
%o (%)
N,iew commentaryO
ow do you feel a!out school life?
Answer Count Percentage
8# P 8ery #appy (8#) (5 5.*-0K
# P #appy (#) . &-*0&K
I4 P In 4etween (I4) + ((*5)K
?# P ?nhappy (?#) ( +*J5K
8? P 8ery ?nhappy (8?) ' '*''K
:A P :o Answer (:A) ' '*''K
&- (''*''K
&' ( &ery
'a))y (&')
' ( 'a))y (')
I* ( In *et+een
(I*)
,' ( ,nha))y
(,')
&, ( &ery
,nha))y (&,)
%A ( %o Ans+er
(%A)
N,iew commentaryO
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Do you use your local li!rary?
Answer Count Percentage
Mes (M) (( )&*+(K
:o (:) () 5+*J5K
:o answer ( +*J5K
&- (''*''K
$es ($)
%o (%)
%o ans+er
N,iew commentaryO
Thin"ing a!out safety in your neigh!ourhood# how do you feel?
Answer Count Percentage
8# P 8ery #appy (8#) - &+*'JK
# P #appy (#) 0 +)*-&K
I4 P In 4etween (I4) - &+*'JK
?# P ?nhappy (?#) & .*-0K
8? P 8ery ?nhappy (8?) + ((*5)K
:A P :o Answer (:A) ' '*''K
&- (''*''K
&' ( &ery
'a))y (&')
' ( 'a))y (')
I* ( In *et+een
(I*)
,' ( ,nha))y
(,')
&, ( &ery
,nha))y (&,)
%A ( %o Ans+er
(%A)
N,iew commentaryO
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Do you go shopping with your family?
Answer Count Percentage
Mes (M) &- (''*''K
:o (:) ' *'*''K
&- (''*''K
$es ($)
%o (%)
N,iew commentaryO
ow do you feel a!out the shops and shopping centres in your area?
Answer Count Percentage
8# P 8ery #appy (8#) J +'*..K
# P #appy (#) (( )&*+(K
I4 P In 4etween (I4) 5 (0*&+K
?# P ?nhappy (?#) & .*-0K
8? P 8ery ?nhappy (8?) ' '*''K
:A P :o Answer (:A) ' '*''K
&- (''*''K
&' ( &ery
'a))y (&')
' ( 'a))y (')
I* ( In *et+een
(I*)
,' ( ,nha))y
(,')
&, ( &ery
,nha))y (&,)
%A ( %o Ans+er
(%A)
N,iew commentaryO
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Do you go to a faith or cultural centre# li"e a church# mos$ue# temple#
ta!ernacle or synagogue for e%ample?
Answer Count Percentage
Mes (M) (- -(*5)K
:o (:) (' +J*)-K
&- (''*''K
$es ($)
%o (%)
N,iew commentaryO
&es' () go to a faith or cultural centre*
ow do you feel a!out this?
Answer Count Percentage
8# P 8ery #appy (8#) (+ J(*&5K
# P #appy (#) + (J*.5K
I4 P In 4etween (I4) ' '*''K
?# P ?nhappy (?#) ' '*''K
8? P 8ery ?nhappy (8?) ' '*''K
:A P :o Answer (:A) ' '*''K
(- (''*''K
&' ( &ery
'a))y (&')
' ( 'a))y (')
I* ( In *et+een
(I*)
,' ( ,nha))y
(,')
&, ( &ery
,nha))y (&,)
%A ( %o Ans+er
(%A)
N,iew commentaryO
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+o' () do not go to a faith or cultural centre*
ow do you feel a!out this?
Answer Count Percentage
8# P 8ery #appy (8#) & &'*''K
# P #appy (#) ( ('*''K
I4 P In 4etween (I4) & &'*''K
?# P ?nhappy (?#) 5 5'*''K
8? P 8ery ?nhappy (8?) ' '*''K
:A P :o Answer (:A) ' '*''K
(' (''*''K
&' ( &ery
'a))y (&')
' ( 'a))y (')
I* ( In *et+een
(I*)
,' ( ,nha))y
(,')
&, ( &ery
,nha))y (&,)
%A ( %o Ans+er
(%A)
N,iew commentaryO
Do you live in the area of this centre or in another area?
Answer Count Percentage
Mes (M) 5 (0*&+K
:o (:) &( J'*..K
&- (''*''K
Interpretation note:
7Mes; I li,e in the area of this centre*
7:o; I !o not li,e in the area of this centre*
$es ($)
%o (%)
N,iew commentaryO
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udio o! respondent's comments
A concise au!io miA of selecte! comments from the chil!ren has "een pro!uce!*
#earing their eApresse! i!eas an! eAperience of neigh"ourhoo! life gi,es a ,ery important
complement to the a"o,e statistics*
A copy (mp+ au!io file) may "e o"taine! from the Trinity Centres we"site or the
Peoplescience archi,e:
http:HHwww*thetrinitycentre!alston*org*u$H
http:HHarchi,e*peoplescience*org*u$Hinfo>for>communityHreasoningsHCommunityQInsightsQ@QTrinityQCentreQ(Dalston)Q>
Q9urQ:eigh"ourhoo!Q>QChil!ren2sQ8oices*mp+
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"ummar# o! the !indings
Do you ha,e family an! frien!s li,ing in your local areaR
#ow !o you feel a"out thatR
The majority of chil!ren (JJK) respon!e! that they !o ha,e family an! frien!s li,ing
in their local area* %ost were happy or ,ery happy with this* The chil!ren who sai!
that they !i! not ha,e family an! frien!s li,ing near them !i! not in!icate that they
were less than happy with that* N,iew ta"le S chartO

Do you use local par$s an! playgroun!sR
#ow !o you feel a"out themR
The majority of chil!ren sur,eye! (JJK) sai! that they !o use local par$s an!
playgroun!s* Chilst the majority (-0K) were happy or ,ery happy with them &+K
a large minority felt in "etween happy an! unhappy with them* The points of
concern raise! were such things as the cleanliness of these areas the range an!
6uality of play e6uipment an! feelings that these spaces were un!er>utilise! an!
nee!ing more promotion* There were also concerns a"out security in these spaces*
N,iew ta"le S chartO

Do you use "uses an! trainsR
#ow !o you feel a"out themR
J'K of the chil!ren sai! that they use! "uses an!Hor trains* 9,er half (5)K) of the
chil!ren were not happy with the "us an! train journeys that they eAperience* This
was their strongest areas of concern across the range of areas co,ere! "y the
sur,ey* The concerns inclu!e! cleanliness security an! personal safety
encountering !istur"ing passengers an! poor ser,ice regar!ing !elays*
=rom a gen!er point of ,iew it was foun! that more "oys (-&K) felt less than happy
with "uses an! trains than the girls ()-K) who also felt less than happy** N,iew
ta"le S chartO

Do you li,e in wal$ing !istance from your schoolR
#ow !o you feel a"out school lifeR
Bust un!er .+K sai! that they li,e! in wal$ing !istance from their schools* %ost
chil!ren (J5K) were happy with school life* (5K "eing unhappy or feeling in
"etween happy an! unhappy with school*
=rom a gen!er point of ,iew the same percentage ((5K) of "oys an! girls felt less
than happy with school life* N,iew ta"le S chartO

Do you use your local li"raryR
%ost (5)K) of the chil!ren sur,eye! !i! not use local li"raries* It was clear that
some of the chil!ren who !i! not use local li"raries ne,ertheless use! li"raries at
their schools* N,iew ta"le S chartO
Children's Voices in Our Neighbourhoods - Community Insights @ Trinity Centre (Dalston)
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Thin$ing a"out safety in your neigh"ourhoo! how !o you feelR
Bust o,er half of the chil!ren sur,eye! were happy or ,ery happy with regar! to
their feelings a"out safety in their neigh"ourhoo!* Fi,en the importance of this
factor of neigh"ourhoo! life it is still of concern that as many as )&K of the chil!ren
respon!e! that they were not happy in their feelings regar!ing safety in their
neigh"ourhoo!s*
=rom a gen!er point of ,iew it was foun! that more "oys ()-K) felt less than happy
when thin$ing a"out safety in their area than the girls (+JK) who felt less than
happy* N,iew ta"le S chartO
Do you go shopping with your familyR
#ow !o you feel a"out the shops an! shopping centres in your areaR
All of the chil!ren go shopping with their families* %ost (.+K) were happy or ,ery
happy* Chilst most chil!ren enjoye! the general i!ea of shopping concerns for
some were to !o with safety an! col!ness in shopping centres lac$ of !i,ersity of
shops an! their re!uce! range of goo!s* There was an awareness an! sense of
assurance shown "y some chil!ren that in "igger stores there woul! "e staff traine!
to loo$ after lost or trou"le! chil!ren* N,iew ta"le S chartO
Do you go to a faith or cultural centre li$e a church mos6ue temple ta"ernacle or
synagogue for eAampleR
#ow !o you feel a"out thisR
Bust un!er -&K sai! that they !o atten! a faith or cultural centre* This 6uestion
highlighte! an interesting fin!ing as we foun! a clear !ifference in the eApresse!
attitu!es state! "y the chil!ren towar!s the fact of them going to a faith H cultural
centre or their not atten!ing one*
9f the -&K who sai! they !i! atten!e! a faith H cultural centre (''K sai! they were
happy or ,ery happy with this* 9f the +JK who sai! they !i! not atten! such a
centre .'K sai! they were not happy with this* N,iew ta"le S chartO
Do you ha,e any other i!eas a"out your areaR
Chat coul! impro,e life in your areaR
The chil!ren share! a "roa! range of i!eas concerns an! life impro,ement
suggestions regar!ing their areas* The list "elow summarises their comments:
%ore playgroun!s an! more space*
People shoul! stop throwing gum on the floor*
4uil! new shops*
4uil! "ig shops li$e a Tesco in my area*
@ess gangs an! no more fighting*
3top people throwing stuff on the groun! without putting it in the "in*
%y area coul! "e more clean an! ti!y*
%ore houses an! more par$s*
@ocal people shoul! use our local par$ more*
Re!esign local pathways so that they are chil! frien!ly
TIf there was a hot tu" right outsi!e my houseT
People coul! help to recycle an! clean some places in the par$*
%ore room to play where the foot"all place is*
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%ore room where cars par$ to ma$e it safer*
Ta$e the trees away from our ol! foot"all play area*
:ot so much "uil!ing wor$s ta$ing place*
People coul! stop ri!ing their "i$es on the pa,ement*
Fenerally ma$e new "uil!ings in my area*
%o,e house tra,els far to get to this Centre*
Don2t li$e spi!ers in the house get ri! of them*
Coul! ma$e more "uil!ings for chil!ren for people to !o what they want to !o for fun an!
sports li$e gymnastics*
@ess "uil!ingD stop !estroying our playgroun!s just to "uil! peoples houses*
#elp the poor with money so that they can feel "etterD peace an! 6uiet with frien!s*
Ce nee! more par$s an! more places to sit !own
Clean the area that the !ogs use (messy an! smelly)an! fiA the local par$ fence*
The place we use to play foot"all now has trees there an! we are not a"out to play there*
In some of the green areas there coul! "e more par$s instea! of a lot of trees*
I want them to crush our "uil!ing an! ma$e a new one as it is really ol!* 9ur flat is $in! of
small an! we nee! more space*
Fangs spray on close! !own shops an! walls*
Reopen shops an! $eep an eye out for gangsters who spray on walls*
Its easy to wal$ to my frien! family an! local "us stops*
Do you li,e in the area of this centre or in another areaR
This 6uestion was inten!e! to gauge their own sense of locality an! was not cross
reference! with any official metric for "eing 7in the area; such as the chil!2s home
a!!ress* Chere re6uire! the reasoning was that if you coul! comforta"ly wal$ to
the Centre then this coul! "e consi!ere! 7in;* Bust un!er &'K of the chil!ren sai!
that they li,e! in the area of the Centre* N,iew ta"le S chartO
Children's Voices in Our Neighbourhoods - Community Insights @ Trinity Centre (Dalston)
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$uilding on this research%
Ensuring that young people's perceptions and awareness are respected
The research team were impresse! "y the enthusiasm an! the often acute awareness of
issues in their neigh"ourhoo! eApresse! "y the chil!ren* It was clear that the act of
participating in the project was highly ,alue! "y most if not all of the chil!ren*
8alua"le insights ha,e come from this relati,ely straight forwar! consultation project* It is
felt that repeating this project "i>annually an! also eApan!ing the sample si<e "y wor$ing
with other groups H centres is a goo! i!ea an! properly honours the commitment to hear
an! engage the ,oices eAperiences an! insights of chil!ren an! young people* Cith
larger sample si<es a "etter eAploration of cultural ($inship) an! gen!er factors can "e
achie,e!*
As well as the general scope of this research the following are further areas of interest that
ha,e "ecome apparent an! may ha,e "roa!er "orough wi!e ,alue:
LAploring chil!ren2s eAperiences an! concerns a"out pu"lic transport ser,ices
Are they missing somethingR > LAploring the feelings an! eAperiences of chil!ren
who !o not atten! faith or cultural centres*
There are further opportunities to empower the chil!ren as upcoming acti,e citi<ens "y
ensuring that chil! relate! intelligence gathere! "y the Community Insights initiati,e are
appropriately !isseminate! to them their peers an! families throughout #ac$ney an!
"eyon!*

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More in!o on the &eoplescience consultanc#
Peoplescience )ntelligence ,nit (PI?) has for many years "een in,ol,e! in a "roa!
range of research an! mar$eting projects mainly associate! to the organisation of -chools
.f ,nified /earning (unifie!$nowle!ge*org maths!ance*co*u$) an! for the !e,elopment
of ?nifie!$nowle!ge Practice glo"ally* #owe,er its ser,ice history has "een far more
eAtensi,e* To its cre!it it has "een in,ol,e! in wor$ing on se,eral commissions from local
go,ernment authorities commercial "usinesses an! non>go,ernmental organisations*
4roa!ly the PI? ser,ices are as follows:
,trategic %lanning
'esearch 6 Consultancy
Bar:eting 6 +rt9or: Design
Internet %resence 6 In"ormation Banagement
Corporate Design 6 Venture %lanning
Cultural Integrity Banagement
The ?nit2s foun!ational "asis of operation is its series of eight pioneering strategic
statistical reference reports pro!uce! from (00- to &''(* They are as follows:
!< Clac: Community 'eport (National; !22/; isbn A2$#1##2A-)
#< Clac: Child 'eport (National; !220; isbn A2$#1##2!!)
-< Clac: Community 'eport (National; !222-#AAA; isbn A2$#1##2-.)
.< +sian Community 'eport (National; !222-#AAA; isbn A2$#1##2./)
$< Clac: Child 'eport (National; !222-#AAA; isbn A2$#1##2/#)
/< )e9isham Clac: Child 'eport (!222D#AAA; isbn A2$#1##288)
0< Camden Clac: Child 'eport (!222D#AAA; isbn A2$#1##2-1)
1< (ammersmith Clac: Child 'eport (!222D#AAA; isbn A2$#1##2#E)
=rom (00- to the present time Astehmari 4ate$un has ser,e! as the Principal Consultant
for the PI? an! has wor$e! mainly on a project "y project "asis with multiple formats of
specialist teams each perfectly suite! to the achie,ement of each project2s o"jecti,es*

ad7antage by design
@ad7antage%IF tel G.. (A)#A 1!.. !0#A
999<peoplescience<org<u:
Children's Voices in Our Neighbourhoods - Community Insights @ Trinity Centre (Dalston)
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More in!o on 'rinit# Centre ()alston*
Centre Acti-ities
There are lots of acti,ities happening at the Centre on each !ay oft the wee$*
If you are loo$ing for a space to hire ,isit our 8enue #ire page
8isit our Acti,ity page for a range of chil!ren an! family acti,ities
:ee! chil! care or training in chil!careR 8isit our 3er,ices page
8isit our we"site or call us to!ay: thetrinitycentre!alston*org*u$
Trustees
Incum"ent I 8icar
PAR9C#IA@ Church Council (PCC)
Church Car!ens
Directors . anagement Committee
Flenis 9/Connor I Chair
@loy! =rench I Treasurer
%ary 4ec$les I 3ecretary
Da,e 3aun!ers (till =e" &'(()
Carlos Remotti>4reton
Collin Da,is
Lulitt Fut<more
Re,!* Rose #u!son>Cil$in
Contact "etails
The Trinity Centre
4eechwoo! Roa!
@on!on
LJ +DM
0e!' www*thetrinitycentre!alston*org*u$
1mail' tc!alston@thetrinitycentre!alston*org*u$
Tel' '&' .&)0 -'-( 2ailway' @on!on 9,ergroun! to Dalston Bunction
3a%' '&' .&)0 -'-( 4us' )JJ &)+ &)& ()0 .- -. 5- +J
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