The project for the construction of the new Waterside Youth Centre (WYC) saw the demolition of the existing youth club and delivery of associated site works, at a contract value of £2.6m. During the tender period for WYC there was a new procurement policy note (PPN) introduced by Government, mandating the scoring of social value for above threshold contracts. The PPN did not apply to this contract as it was below threshold. However, the Education Authority (EA) and Connolly & Fee Ltd (C&F) chose to voluntarily include meaningful social value, given the project was in an area of high social depravation.
For this pilot project it was essential that the social value deliverables were measurable. This is why a points-based approach to social value was selected and a target of 263 points was agreed. It was against this benchmark that the social value delivery would be measured.
The critical success factors identified at project initiation were early and effective engagement with key stakeholders, including youth club members and the neighbouring Good Shepard Primary School, to ensure the social value benefits were maximised. Commitment of both EA and C&F was identified as crucial to successful delivery, demonstrated by the fact that this initiative was undertaken voluntarily at no additional cost to the tendered costs.
Objectives
WYC is a community-based project, delivered into the heart of the Waterside Area of Derry-Londonderry, which has a longstanding history rooted in the arts and culture. The Waterside residents are a close-knit community, who are extremely proud of and integral contributors to their rich history. It seemed only fitting that they played a central role in the short term and legacy social value initiatives delivered as part of the WYC project.
The initial procurement documents focused on delivering social value via employment opportunities. This approach risked excluding the key stakeholders, the Youth Club members and priority groups, from the benefits. EA and C&F worked collaboratively to develop a project specific Social Value Delivery Plan (SVDP) which targeted initiatives to benefit the Youth Club members, the EA’s priority groups and the wider community. The SVDP, agreed prior to appointment, was wide ranging and embraced all four pillars of sustainable procurement.
Actions/Outcomes
The critical success factors identified at project initiation were early and effective engagement with key stakeholders to ensure the social value benefits were maximised. Commitment of both EA and C&F was identified as crucial to successful delivery, demonstrated by the fact that this initiative was undertaken voluntarily at no additional cost to the tendered costs.
At project inception the appointed contractor (C&F) alongside the Education Authority staff that are based in WYC, established a Stakeholder Engagement Register. The C&F Community Engagement Officer liaised closely with identified parties, including the voluntary youth leaders and young people from WYC, the staff at Good Sheperd PS, which shares an entrance with WYC, and the wider residential and business community. This resulted in a multi-faceted, thoroughly scoped and designed approach to social points accrual.
For the staff and young people at WYC, flying the flag for the Arts was at the forefront of their agenda. It was collaboratively agreed that the Contractor would host an art competition, split across the junior and senior youth groups, with the winning art framed and displayed in the new youth centre building. The theme was ‘What the youth centre means to me’. This not only focused on creative flair but facilitated important discussions on the needs and aspirations of the young people involved, highlighting the importance of the ongoing youth work. The art competition also helped the children and young people feel more involved, creating a sense of belonging and helping them bond with their new facility.
For the school the focus was ecology, sustainability, and learning. C&F facilitated a full day ‘plant and play’ roadshow at the school which was an opportunity for the children to learn about the ecosystem and local wildlife. They also got the opportunity to plant flowers and vegetables which they were then able to bring home and nurture. The School Eco Committee also had a one-to-one session of active learning – through planting and discussion.
A critical component of social delivery for the wider community was local employment and upskilling, with a view to tackling social and employment challenges within the area. On this project C&F worked with local brokers, education establishments, community representatives and their wider supply chain to secure quite a number of local employees and apprentices. One key appointment was the introduction of a local Site Manager.
Conclusion
Both EA and C&F have worked collaboratively in delivering social value initiatives to the stakeholders on the ground. In addition to delivering the mandated points, this has been supplemented with focused benefits to the stakeholders needs and aspirations. The social activities undertaken have been considered and varied. This project will serve as a flagship project in terms of how social value delivery can be achieved through good stakeholder engagement and innovation and ultimately for the benefit of children and young people.