climate challenge fund final report - keep scotland beautiful · capability etc. to 140...

Name of project, organisation and CCF number

Project Name: Eco-refurbishment of Aberdeen’s Sustainable Communities Centre

Project Number: CCF – 3177

Organisation Name: Community Food Initiatives North East (CFINE)

Address: 2 Poynernook Road, Aberdeen, AB11 5RW

Tel: 01224 596156

Website: http://www.cfine.org/

Starting Point

This section will set the scene - where you started (in your community and in your

organisation), what you set out to do and why you wanted to do these things.

What goes here?

The essential element to include in this section are the outcomes that you were funded

to deliver.

Where do I get this from?

Your CCF funding application, especially the grid for Question 2.6, and your award

letter – if you do not have a copy of these, please ask the CCF staff team. You can

Climate Challenge Fund Final Report

January 2014 page 2

include some of the other information from your original application form here too, if you

feel it is appropriate. For example some background information about your community

and your organisation, where the project idea came from, etc.

If your outcomes have changed while the project has been running, please give details

in the rest of the report, not in this section.

1. Reduce carbon emissions of CFINE’s ‘communities’ i.e. staff, volunteers and

beneficiaries including food bank users and customers at Community Food

Outlets which operate in and with disadvantaged and vulnerable communities.

The focus is to raise awareness of the impact of individual/ household behaviour

on the environment and by changing their behaviour, to change/ increase

recycling (food, paper, plastics, tin, glass); and at least 1,000 participants to

receive information and discussion Vis this outcome and at least 100 to

participate in information and awareness raising training.

2. Recruit, train and support at least 30 new volunteers with environmental

awareness to be incorporated in their induction and encouragement to

participate in the training/ awareness-raising programme, at least 20% (6) to

participate.

Headline achievements

This will be your executive summary and might be useful for press releases,

celebrations with your community or letters to your supporters. It is a good idea to put

this section together last! Once you have gathered information for the rest of the

report, your headline achievements will probably jump out at you.

What goes here?

The highlights, the things you are most proud of and/or that the funders would be most

interested in. For CCF, we would like to see your CO2e reductions included here.

January 2014 page 3


From the rest of the report.

This has been an exciting year for the project with development of the approach as we

assessed and determined where the project could make most impact. In summary, over

the year, the project staff, supported by CFINE colleagues:

Delivered 76 cooking sessions with environmental awareness, financial

capability etc. to 140 participants

Sessions promote reducing food waste, lowering energy usage through a

presentation/talk from SCARF, carrying out recycling with Aberdeen City Council

Waste team and economic awareness with North East Scotland Credit Union

(NESCU) and the AHEAD project with Grampian Housing. All take place as

discussions between the speaker and beneficiary depending on how big the

audience, bigger audiences have a presentation. Beneficiaries worked with are

Aberdeen Foyer, Richmondhill House, West Park Primary School, Woodside

Primary School, Penumbra, Cornhill Primary School, Deeside Family Centre and

Printfield Project.

68263.491 CO2e/kg saved through delivery of the courses

Literature: leaflet with energy tips and leaflet about recycling (See appendix 1

and 2) both passed to more than 2000 beneficiaries. All CFINE volunteers

received environmental awareness as part of their induction.

The 6 week ‘Environmental Development Course’ developed by the project comprised:

- Week 1: Introduction, talk about Climate Change, generally about why the

course is happening and food waste. Then cook a basic recipe which uses food

which might ordinarily be wasted.

- Week 2: Cook a recipe which incorporates a message about wasting less food.

Listen to a talk from Aberdeen City Council Waste Team.

- Week 3: Cook a recipe with waste produce and then listen to a talk from SCARF

January 2014 page 4

- Week 4: Cook a recipe from waste produce and then listen to a talk from

NESCU

- Week 5: Cook a recipe from waste produce and then listen to a talk from a

Financial Capability Officer

- Week 6: Cook a recipe from waste produce and ask for feedback from the

sessions

Activities

What goes here?

What your project did, the services you provided, the events you ran, etc. In general,

these are the activities that you spent your CCF grant on.

You should provide some figures about the project activities in the Activities Grid

below (only those appropriate to your project) but this section should also describe the

journey of your project and give the context for these numbers.


From your Monthly Progress Reports and from your own project’s records.

AIM The project’s aim was to provide information, promote skills and raise awareness around the environmental and financial benefits of reducing food waste and recycling.

Information and Awareness Raising Programme A programme was developed by the project staff involving workshops using CFINE waste’ produce to show what could be made with such ingredients. The programme also involved contributions from: Aberdeen City Council Waste team to talk about recycling and waste; SCARF to discuss energy awareness; North East Scotland Credit Union (NESCU) about the benefits of joining and the services they provide; and a Financial Capability Officer discusses budgeting and money and debt management.

January 2014 page 5

The programme ran for six weeks involving 140 participants, comprising (as outlined

above):

Week one – Introduction and cooking

Week two – Cooking and presentation from Aberdeen City Council Waste Team

Week three – Cooking and presentation from SCARF

Week four – Cooking and presentation from NESCU

Week five – Cooking and presentation from Financial Capability Officer

Week six – Cooking and conclusion to the course with evaluation

Due to availability, this may not be the exact order which the speakers would visit. Also,

it would depend on whether a speaker is relevant to the audience as to whether they

would attend. For example, I would not ask NESCU or a financial Capability Officer to

speak with the school children.

Signage We arranged for signs on our building and on our vans to advertise that we have received funding from Keep Scotland Beautiful for a CCF project.

Information Energy saving and recycling/waste leaflets and posters were made to pass to people participating in the course and to CFINE beneficiaries out with the community and to our volunteers based within CFINE 1000 were sent out electronically and 350 leaflets handed out in paper format During August a project officer staffed a stall at the Turriff Show. Around 350 people were spoken to, around 200 people took leaflets away and around 50 people asked for me to supply further information after the show about cutting down food waste and energy saving. During the period of the project, there have been many partnerships built with organisations which have been very enthusiastic in having the course run with them Libby Milne, the Foyer Learning-Development Coach, Life shaper Coordinator at Aberdeen Foyer:

“I felt the 6 session course with yourself made a positive difference to the Life shaper group members in a variety of ways by increasing knowledge on environmental issues and to help managing personal finance.”

The organisations who we have worked with to run the course to their beneficiaries

and the total numbers of beneficiaries attended are: 140Printfield Community Project –

three adults

January 2014 page 6

Deeside Community Centre – three adults

Ashgrove Children’s Centre – three adults

West Park School – Eight adults and Ten children

Richmondhill House – Twelve adults

Aberdeen Foyer – Twenty four adults

Penumbra – Three adults

Woodside Primary School – Sixty Children

Cornhill Primary School – Fifteen Children

Volunteer Information Pack A ‘Volunteer Information Pack’ was developed by CFINE which included information on how to be energy efficient and about recycling’

January 2014 page 7

Outcomes

This is the key section of your report and it will probably require the most work.

What goes here?

Report against the Outcomes listed in the Starting Point section, which come from your

original application. How well did you deliver the Changes identified by those

Outcomes? What Evidence can you provide to back this up? This is where you need to

analyse the information you have gathered throughout your project and identify the

changes that your project has made

You will probably not have delivered against all your Outcomes equally, they will likely

fall into one of these four categories:-

1. Outcome met or exceeded

2. Outcome partially delivered

3. Outcome not delivered

4. Unexpected outcome – changes that happened which you did not anticipate

when you submitted your application.

When you are reporting against each of your Outcomes, identify which category they fall

into.

You may wish to split this section into CO2e Outcomes and Community Outcomes.

When you are reporting the CO2e emissions reduced by your project please include

some information about your workings – e.g. the data you collected and the calculations

which you used to turn the data into emissions reduced, including the conversion factors

and lifetimes you have used and the source of these figures. You will have probably

have collected most of this information on spread-sheets and it would be very useful to

attach a summary spreadsheet with the key pieces of information to this report.

When you are reporting your Community Outcomes please include the changes that

have happened in your community because of your project’s activities. You might also

want to include changes to individuals, attitudes, actions, networks and relationships

between groups. The evidence you provide about these changes could include a mix of

quantitative (numbers and hard data) and qualitative (case studies, anecdotes, personal

stories) materials.


Evidence for the delivery of these outcomes could come from several sources:

From participants - through questionnaires, interviews, focus groups, video

diaries, mapping etc.,

From third parties - feedback from other local stakeholders, the ESSac, schools,

councils, etc.

January 2014 page 8

From observation - travel surveys, bike rack surveys, numbers using local

markets, etc.

From records – attendance sheets at meetings and events, records of activities,

use of services etc.

From hard data/information – from fuel bills, weights of waste, travel diaries etc.

From external bodies – qualifications achieved, awards given, standards met etc.

Your project plan in your application should have included a strategy for

identifying and collecting the information and data you need. If you would like

support from your Development Officer to develop and clear or comprehensive

Monitoring & Evaluation strategy, please discuss this with us at the earliest point

possible - the earlier in the lifetime of the project, the better!

1. Reduce carbon emissions of CFINE’s ‘communities’ i.e. staff, volunteers

and beneficiaries including food bank users and customers at Community

Food Outlets which operate in and with disadvantaged and vulnerable

communities. The focus is to raise awareness of the impact of individual/

household behaviour on the environment and by changing their behaviour,

to change/ increase recycling (food, paper, plastics, tin, glass); and at least

1,000 participants to receive information and discussion Vis this outcome

and at least 100 to participate in information and awareness raising training.

How were the changes delivered?:

Cooking sessions and environmental education and information are the main

tools used to deliver the outcomes of the project and are the vehicle to achieving

a reduction in CO2 emissions.

Cooking Sessions

There was a six week ‘Information and Awareness Raising Programme’

developed which included cooking sessions using ‘waste’ food from CFINE to

help 140 participants in total use their “avoidable” food waste before it gets

thrown away. So they are asked to cook recipes with a specific target of using up

a specific ingredient which people may have at home that may go to waste. The

recipes also use very basic ingredients which would make up a general store

cupboard.

Environmental Education

As part of the environmental education there are talks/discussions given by

SCARF who talk about energy efficiency and ways to reduce energy usage,

resulting in money savings; Aberdeen City Council Waste Team talk about

recycling and waste, the ways which we can reduce, reuse and recycle; North

East Scotland Credit Union speak about the services they can provide through

help with savings and low budget loans; Then lastly a Financial Capability Officer

from Grampian Housing Association speaks about budgeting and money in

general.

January 2014 page 9

Leaflets and posters

Leaflets and posters produced and sent to over 2000 participants and community

members to give them energy saving tips and also area specific information

about recycling.

Skills gained

The course has seen more than just the cooking skills and environmental

awareness gained. There have been groups working as a team to create

dishes; friendships have been built through the groups; self-confidence has

been fostered through the group interaction; Money management skills, cutting

skills and other general cooking skills are gained. Also, through the talks from

Aberdeen City Council and SCARF, they are able to help themselves to save

money through seeking extra help from SCARF to have an energy audit on their

homes; or from Aberdeen City Council Waste Team where they can have a

recycling bin or food waste caddy delivered if they are missing. The links

between partners and beneficiaries are invaluable.

CO2e Emissions outcomes

What evidence is there?:

The course was delivered to 140 participants in total at the following locations:

o Ashgrove Children’s Centre

o West Park School

o Richmondhill House

o Aberdeen Foyer

o Penumbra

o Woodside Primary School

o Cornhill Primary School

o Printfield Project

o Deeside Community Centre

Data Collection

Participants of the course were asked to fill out a sheet with the weights of their

food waste at the start of the course to get a baseline, then at the end of the

course to see if there had been a change once the environmental awareness had

taken place and cooking sessions.

It proved a very difficult task to get figures back from people. However, two

people managed to fill it out at the end, these were people who were not

January 2014 page 10

collecting any food waste at all at the start of the course. So this is a huge

increase in environmental awareness for these individuals.

Aberdeen Foyer provided the results from weighing their food waste at the end of each day for a week, this demonstrates if there has been any behaviour changes from the start to the end of the course. These are:

o Monday 23rd November – 644g o Tuesday 24th November – 805g o Thursday 26th November – 28g o Friday 27th November – 606g o o Total = 2083g

Libby the teacher at the Aberdeen Foyer group also provided weights of food waste collected over the course of a week at the end of the course:

o Monday 23rd November – 80g o Tuesday 24th November – 15g o Wednesday 25th November – 8g o Thursday 26th November – 0g o Friday 27th November– 25g o Saturday 28th November –15g o Sunday 29th November– 20g o Total = 163g

Calculations

For Aberdeen Foyer:2083g x 0.723 conversion factor x 12 participants =

18072.108kg CO2e/kg

For Libby:

163 x 0.723 conversion factor x 1 participant = 117.849kg CO2e/kg

Also, the weights of food which were taken out to the cooking sessions to be used were taken note of. This food is food which has been saved from landfill.

Week Beg Organisations/schools Weight (Kg)

31/08/2015 West Park School & Ashgrove 28

07/09/2015 Ashgrove & West Park School 21.6

14/09/2015 West Park School 10.8

21/09/2015 Richmondhill House 8.9

05/10/2015 West Park School 9


19/10/2015 Richmondhill House and Aberdeen Foyer 23.2

26/10/2015 Richmondhill House , Ashgrove Children’s Centre & Aberdeen Foyer 28.2

02/11/2015 Richmondhill House and Aberdeen Foyer 9.8

09/11/2015 Richmondhill House and Aberdeen Foyer and West Park 6.6

23/11/2015 Richmondhill House and West Park 12.8


30/11/2015 Richmondhill House, Aberdeen Foyer, West Park and Penumbra 38

07/12/2015 Penumbra 20

14/12/2015 Penumbra 60

21/12/2015 Richmondhill House 60

11/01/2016 West Park School 11.3


01/02/2016 Penumbra and Cornhill Primary School 15.2

08/02/2016 Richmondhill House, West Park School, Woodside Primary School, Penumbra & Cornhill Primary School 27.2

15/02/2016 Richmondhill House & Penumbra 30

22/02/2016 Richmondhill House, Woodside Primary 16.9

29/02/2016 Richmondhill House, Penumbra 7.6

07/03/2016 Sickness and annual leave 0

14/03/2016 Cornhill 6.2

21/03/2016 Richmondhill, Aberdeen Foyer, Woodside 9.6

28/03/2016 Richmondhill, Aberdeen Foyer, Woodside & Cornhill 11.6

TOTAL 494.7

Calculations

494.7kg food x 0.723 conversion factor x 140 = 50,073.534kg CO2e/kg

Community Outcomes


Feedback has been received from a variety of participants and organisations

with which we have been working in partnership.

Feedback from participants:

“This course has helped me make new meals. The free food has helped me save money. I am more aware of what I can recycle at home. The pack that I got at the beginning of the course has been helpful and gives me more confidence in the kitchen at home” (Participant from Deeside Family Centre) “Never thought I could cook with odd food left in the fridge, found the recipes really good. The free produce has been a good help. I have recycled more now than I have ever done. Have enjoyed doing this course.” (Participant from Printfield Project) Feedback received at the end of the course from West Park School parents: “When asked ‘Have you made any of the recipes again?’ one person wrote “Yes we tend to make all of the recipes at home and we will continue to”. Another person in answer to ‘What did you enjoy about the course?’ wrote “Spending time with my son and seeing him get excited about cooking”.” Feedback received at the end of the course from West Park School parents: “When asked ‘Have you made any of the recipes again?’ one person wrote “Yes we tend to make all of the recipes at home and we will continue to”. Another


person in answer to ‘What did you enjoy about the course?’ wrote “Spending time with my son and seeing him get excited about cooking”.” Mhairi Young, Depute Head Teacher (Acting), Westpark Primary: “Yesterday was an absolute success!!!!!! Thank you everyone for making this happen! I am delighted! Some of our P1 families cancelled last minute and so some P2 families stepped in their place last minute and they want to come back the very next time there is a slot needing filled from a cancellation! Feedback from children: Favourite parts – cooking, washing up, eating chocolate, eating pancakes, playing. Feedback from parents – great to meet new people, enjoyed cooking, enjoyed seeing kids happy Brilliant work! Looking forward to next week.”

“Thank you so much for everything Angela, it really was a huge success and will continue to be so!” Mhairi Young, Deputy Head Amy Whem, Teacher, Cornhill Primary School: “Session feedback: The food preparation sessions have been beneficial to the children as most of them are not used to experiencing preparing food! A lot of the vegetables in the soup were ones that many of the children hadn’t tasted. They look forward to the sessions and it is of great social benefit for them to work in groups to prepare things. The input on recycling was very informative and many children had lots of questions regarding waste management. They are still talking about it in class – perhaps a follow up session about recycling in Aberdeen specifically would be even more helpful? Tips/suggestions -Perhaps having resources already part-prepared (onions peeled for example) would be helpful when dealing with this number of children, I know you are used to smaller groups in a separate room. -Having things like newspapers or table covers to protect tables when working in a classroom -An ‘itinerary’ of what the 6 sessions might involve, just to make preparing/gathering utensils and/or extra ingredients much easier.” Libby Milne, the Foyer Learning -Development Coach, Life shaper Coordinator at Aberdeen Foyer has provided me with a quote/case study: “I felt the 6 session course with yourself made a positive difference to the Life shaper group members in a variety of ways by increasing knowledge on environmental issues and to help managing personal finance.

The group members and I did not previously collect food waste before our awareness was raised by the course – Life shaper group room now have a food waste bin in daily use (and at home).

Financially the course was helped by the input of the speakers especially SCARF, NESCU and Financial Capacity Officer who were all beneficial to the group members, with some group members joining NESCU for additional support in


their life. The use of low budget cooking was also a benefit throughout the course.”

Andrew Dingwall, Recycling Officer, Aberdeen City Council Waste Team:

“Aberdeen City Council’s Waste and Recycling Team have been working

alongside Angela for the past year. Throughout this time, we have participated at

several of her courses and have really enjoyed working in partnership with her.

The workshops have been a great opportunity for our team to speak to different

groups of people and to encourage them to recycle more. We have managed to

gain several key contacts from these workshops and have been able to speak to

groups that are often “hard to reach””

Hannah Fergague, Financial Capability Officer, AHEAD Project, Grampian Housing Association: “The AHEAD project has been working in partnership with the CCF project to deliver financial capability sessions over the past year. This has been a great opportunity to meet people who require help with their money, but perhaps don’t have the confidence to seek it out themselves. We have been able to provide them with the information and tools they need to regain control of their finances, while also giving them a contact in case they need any more help with it in future. These experiences have been both rewarding for us and hugely beneficial for the participants.” Diane Bannerman, Community Liaison, Home Energy Scotland, SCARF: “Home Energy Scotland have been supporting the groups working with Angela, in providing energy advice to the people attending the meetings. As the community liaison it is part of my role to continue working alongside and supporting groups of vulnerable people so that they continue to receive the help and advice available on any kind of energy issue they may have.” Nicky McKay, North East Scotland Credit Union I have attended the Climate Change Fund Project a couple of times at Penumbra kitchen. I have discussed NESCU with a few clients and they have found it to be useful information I think, although, nobody has joined NESCU to take advantage of the services we offer.

I have enjoyed my afternoons at Penumbra but, unfortunately, find it is probably not worth my while going along unless there is more than one person attending.

What changes has the project made?: (Incl changes to individuals,

attitudes, actions, networks, relationships between groups)

Through the project there are a lot of networks between different organisations

fostered. So it has helped link schools and other beneficiaries with Aberdeen City

Council, SCARF etc. Each beneficiary has been very interested in ways which

they could save money through being more energy conscious or through using

up left overs.


The project has made huge changes to individuals socially, economically and

environmentally.

Socially – It has brought families and groups together and allowed people to

meet others who may be in the same situation as them. At West Park School it

brought together parents of the children who attend that school and built bonds

which will hopefully be carried on after the sessions. The cooking of the food had

encouraged adults and children alike to work as a team in making something

together which they then share and enjoy together. Throughout the course there

is the chance to build confidence which I have seen as the beneficiaries from

each organisation take part in the course. They also learn how to be flexible,

thrifty, resourceful and working with what is to hand when thinking about recipes;

which saves money instead of buying “missing” ingredients.

Economically – It has helped families and individuals learn ways to make very

basic meals and how to adapt recipes when money is tight to make it to their

budget. I think it has also shown them that making a meal does not have to be

expensive and also having built up the confidence to open their cupboards and

work with what is on offer drastically helps with this.

SCARF

Another part of the economic help which is on offer is from SCARF who come

out and speak with the participants of the course about energy efficiency and the

ways in which they could save them-selves money. Some of the participants

have taken up the offer of having an energy audit carried out on their property to

indicate behavioural changes which can be made in everyday use of energy to

cut consumption.

Other Speakers

Other speakers which attend are from North East Scotland Credit Union, where a

speaker talks about the money saving and other services they can provide.

Some of the participants have taken up the services of a low budget loan for

appliances or opening a savings account with them.

There has also been a Financial Capability Officer attending sessions to speak to

the participants about budgeting etc. These speakers have both been very

beneficial to the participants as most are living on a very low budget.

Environmentally – the project has benefitted the participants greatly. There are

a number of participants who did not collect food waste but since the

environmental awareness taking place they have been doing so. Through the

cooking sessions, they have learnt the importance environmentally of saving

unavoidable food waste from going to waste.

Talk from Aberdeen City Council Waste Team

The talks from the Aberdeen City Council Waste team have been a great support

of the environmental message the courses are looking to achieve. Through the


explanations of why we should be recycling and the use of photos which show

how much of the UK and worldwide is taken up by landfill sites. It has changed

the views of a lot of the participants. Their talks and quizzes have especially

been popular within the schools. Within the discussions with the adult

beneficiaries, there have been discussions about the new recycling schemes due

to be brought into practice locally very soon. They have gone into detail about

what bins will be available for each household, how the new energy from waste

plant and new sorting plant will make a huge difference.

SCARF

SCARF’s delivery of the talks to groups have been really good for energy

awareness in thinking about how it affects them economically but a by-product of

them cutting down using energy to save money will be of the benefits to the

environment. Also some participants have invited SCARF into their homes to

carry out home energy audits to help them cut down in energy use further.

Which category does it fall into?:

Outcome exceeded (1)

2. Recruit, train and support at least 30 new volunteers with environmental

awareness to be incorporated in their induction and encouragement to

participate in the training/ awareness-raising programme, at least 20% (6) to

participate.

How were the changes delivered?:

An induction pack was created for volunteers joining CFINE and included were

environmental tips for people to make them more environmentally aware whilst in

the office. These included:

o Only fill the kettle with as much water as you need.

o Do not leave Computers on standby when not in use.

This has been issued to every volunteer upon starting with us, this would be

around 40 volunteers over the year.

As for volunteers participating in the awareness raising programme, this was

unsuccessful due to two reasons:

o There were no relevant facilities available to use as a place to do the

cooking sessions with the volunteers as the Community Training Kitchen

was not yet complete


o The volunteers who were spoken with to see if they would be interested in

attending the course mainly had no spare time as this was used for the

volunteering for CFINE and for other organisations.


o Leaflets and posters (Appendices 1 & 2)

o Emails were sent out to partners and beneficiaries of CFINE, this is

around a total of 1000 people and we would assume that they would have

passed it onto their participants as requested. We would hope that if 1000

people have been reached then 10% would act on the savings and 50% of

carbon savings would be reached.

What changes has the project made?: (Incl changes to individuals,

attitudes, actions, networks, relationships between groups)

The induction pack has made all staff and volunteers very aware of how

each individual can make a difference to the environment whilst on the

CFINE premises. It is hoped that they may continue these actions at

home, making the Carbon savings go further.

Which category does it fall into?:

Outcome partly delivered

Learning & Reflection

This is a very important section of your report. The CCF Review said that:-

“the most successful projects were those that were open to scrutinising their own

approaches, learning from experience (their own as well as others’ projects) and

adapting and improving their messages and interventions.”

What goes here?

What barriers did you come up against and how did you overcome them? How did your

project change as you went along and why was this necessary? What lessons did you

learn? What would you do differently the next time? What advice would you give to other

groups? Are there any key issues that you want to highlight for your board, your

colleagues, funders or other CCF projects?

Telling us about mistakes that were made is not an admission of failure! It is only a

failure if no lessons were learned.

Tell us here about the Outcomes which were only partially delivered, or not delivered at

all – why was that? What did you try? Did the Outcomes have to change during the

lifetime of the project? Why was that?



Feedback from your community, discussion with your management committee, with staff

and volunteers, other projects. You may also find it useful to have some discussion with

your Development Officer about this section.

One difficulty which was met whilst undertaking the project was that it was very difficult

to get responses from people weighing their waste before and after the course. The

project staff tried several different tactics from explaining how much it would help the

project staff, to explaining full reasons behind the course at the start including the

processes of climate change. Nothing seemed to encourage people. The project staff

have thought long and hard about how to run the new and improved project if we gain

funding. So having learnt from previous experiences we will make sure that it is

achievable by every child to carry out without adult supervision. This will be achieved by

asking them to tell us how many bowls of food they put into the food waste caddy or ask

them to describe the waste which goes in. For example, 2 banana skins, 4 tea bags,

quarter bag of lettuce leaves etc. This would enable them to carry out the task on their

own and feel a sense of achievement. Also, the whole process of Climate Change will

be explained at the start and it is hoped that they will be inspired to take action. Also,

they will be asked to do the task as homework, so hopefully these approaches will result

in more feedback from pupils.

There has been so much learnt about how to adapt approaches to the delivery of the

project for different audiences. Some people will respond better when the focus is how

they can save money; others who money is not an issue for, respond better to finding

out how they can help the environment. Both ways will achieve the exact same results,

saving them money and helping the environment, it is just a matter of finding out which

is the most important to a person to motivate change.


Finance & Administration

What goes here?

This section is about the practical running of your project. We are interested in the nitty-

gritty of how your project ran. We want to know where you were starting from and how

your administration capacity grew. Sometimes this practical experience is one of the

most valuable legacies that a community can have as these are transferrable skills for

so many other activities. Getting used to dealing with money, budgets, claims, recruiting

and managing staff and volunteers are all very useful capacity building for your

community.

What was your original project budget? How did this change during the delivery of the

project? How did you recruit and manage staff? What support did you find useful (either

from the CCF team or other organisations)? Did you come up against any problems with

your finances and administration? And if you did, how did you overcome these

problems?


Your own records, the project staff and volunteers, the steering group/board/

management committee of the project.

Our original budget was £93,105.

As the project had changed from Aberdeen Forward to Community Food Initiatives North

East the project budget amounts would need to change over to take into consideration

the changing needs of the project. The project was no longer involved with the transport

stream so budgets for travel diaries, puncture repair kits, bike lights and reflective

clothing have been moved to the salaries and project support headings. Also, as the

focus of the project was no longer to install energy saving measures within the building

there was no need for radiator foils so this could be moved to project support. As the

project moved forward it became more and more apparent which budget headings would

be used and which ones were not.

Legacy

What goes here?

Just because it’s the end of the funding period it doesn’t mean it’s the end of the project!

What do you have planned for the future? How are you going to continue to share the

knowledge and skills you have learnt throughout the project?

We want to know what you have planned and how you plan to achieve it.

The community Training kitchen will be a basis to carry on with the work of informing

people about how to reduce their food waste through cooking sessions. Also, through

these sessions we can inform about climate change, energy efficiency and recycling.


The Leaflets and posters will continue to be used and passed to volunteers, partner

organisations and beneficiaries.

If we receive funding from CCF we will be able to run the project further in more schools

which will target the younger generation, informing them of what they can do for our

planet.

Supporting information

What goes here?

Case studies

Photos, graphs, pictures

More detail about your methodology - action & research

Examples of materials which you have created – newsletters, packs

Reports written for/about your project (particularly Feasibility Studies)

Material from external organisations – testimonies, press coverage.

Use this section to provide us with the additional information to back up the key sections

we ask you to provide. This is so that your report does not become too large and

unwieldy, and that the essential information does not get overshadowed by too much

detail.

These additional pieces of information can be provided as appendices, if that is

appropriate, or used within the report to illustrate your activities and successes.

Here are a range of photos taken during the sessions delivered throughout the project:


Name of report authors and date it was finalised:

The compilation of the final report should not be down to one person. The management

committee/board members should be involved.

Dave Simmers, Angela Theobald, Christine Mclean

Activities Grid – Please fill in only those activities which relate to your project.

More information about all of these activities can be provided in other sections of

the report – these figures will enable us to collate some overall impacts of the

CCF.

How many advice/information centres – regular drop-in centre, advice

surgery etc. - is your project running?

How many training sessions where skills and/or information were

passed on – e.g. composting training, cooking workshops, etc. – has your

project has held.

76

How many events did your project hold, e.g. information fairs, open days,

etc.? Do not include events held by other organisations which you have

attended.

3


How many staff, volunteers or community members have achieved

qualifications through the project – e.g. City & Guilds Energy Awareness,

Trail Cycle Leader, etc.

How many people were directly employed by your project. Tell us the full-

time equivalent (FTE) number of employees (e.g. 3 days per week = 0.6

FTE).

2

Is the project is supporting the development of any long-term jobs which

are not dependent of CCF Funding? How many?

How many people are actively involved in your project – attending groups

& workshops, using the project facilities etc.?

3

How many people volunteer their time and energy to keeping the project

going – don’t forget the members of your management committee or board.

10

How many schools are involved in your project? 3

How many community-owned buildings have been refurbished?

How many Home Energy Checks or similar energy efficiency reports

have been carried out by your project?

How many households have been referred on to other agencies or

providers (e.g. HES, Green Deal assessor) for further action?

How many households installed energy efficiency measures – loft, wall

or floor insulation, draft-proofing, double glazing etc. – as a result of your

project?

How many households installed green energy generation measures –

photovoltaic panels, solar thermal panels, air or ground source heat pumps,

wood fuelled heating systems etc. – as a result of your project?

How many miles of car journeys have been reduced through the

activities of your project?

How many square metres (m2) of community growing space

(allotments, poly-tunnels, raised beds, community gardens) has your

project brought into use?

How many tonnes of waste have been diverted from landfill because of

the activities of your project?

68263.491

CO2e/kg


How many kWh of energy has been reduced because of the activities of

your project?

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