Mainstreaming Learning from the Children's Fund: As Easy as A, B, C?

Abstract

This article examines the mainstreaming potential of learning, potential which has arisen from The Children's Fund initiative in Knowsley, Merseyside, in order to support the development of its Children's Trust. Desk‐based analysis and a series of in‐depth interviews were conducted with services funded by Knowsley Children's Fund. Interviews took place with Children's Fund Managers and with Knowsley Local Authority Departmental Managers. The research demonstrated that: (1) there is no single definition of ‘mainstreaming’ (though it has been defined as the take‐up of learning into mainstream agencies); (2) some learning has occurred from the Children's Fund model. However, the extent of this learning has been exaggerated; and (3) a number of issues need to be addressed if ‘learning’ from the Fund can be taken into Children's Trust arrangements. In conclusion, no clear model of learning was in place at the start of the Children's Fund. As such, agencies may struggle to ‘mainstream’ learning into new Children's Trust arrangements.

Keywords:

• Every Child Matters
• The Children's Fund
• Mainstreaming
• Identifying Local Need
• Children's Trusts

Acknowledgements

I would like to acknowledge the guidance and input of Barney Rooney, former Co‐Director of the Centre for the Study of the Child, the Family and the Law, Liverpool University. I would also like to thank Dr Mike Rowe, Dr Joanne Reeve and Jo Darroch for their editorial assistance.

Notes

1. The Knowsley Children's Fund was evaluated by the Centre for the Study of the Child, the Family and the Law from 2002 to 2005.