Employability Report

caring for young carers in

east ayrshire

Executive Summary

This report aimed to address gaps in provision of services for young

carers that are often overlooked in government policies. The aim was to

assist twenty young carers, over the course of a year, into a positive

destination, particularly employment.

Young carers were given intensive support from an employability

project worker to develop employability skills. This was done through a

variety of training methods, and the provision of any support identified

by young carers as being necessary to assist them into a positive

destination.

Evaluation was carried out by young carers completing questionnaires

at the start and end of their participation in the project. This measured

how their soft skills had developed. Hard outcomes of the project were

measured by counting the positive destinations young carers entered.

On the whole young people joined the project seeking employment

and as time progressed many started looking at other options as it

became clear that finding employment was not a straightforward option.

By the end of the project three young carers had entered employment,

seven went to college, eight went into training, one returned to school

and one had still not reached a positive destination.

The report concludes that young carers should receive individually

focused support and mentoring from a professional that understands

their situation. Young carers should be involved at all stages of the

process and training should be flexible to suit their needs. It is also the

role of any employability worker to ensure service delivery is joined up

and that relationships are established with local employers.

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ContentsPage

Section 1 The Research and Policy Context 5

Section 2 The Process 9

Section 3 Results 15

Section 4 Conclusion and Recommendations 20

Appendix 1 Referral Form 22

Appendix 2 Registration Form 23

Appendix 3 Personal Development Plan 24

Appendix 4 Consent Form 25

Appendix 5 Soft Outcomes Questionnaire 26

Appendix 6 Training Plan 27

Bibliography 28

Games and Resources 29

The East Ayrshire Carers Centre:Employability Report

Workforce Plus: An EmployabilityFramework for Scotland states that:

“employability encompasses all thethings that enable people to increasetheir chances of getting a job,staying in and progressing further inwork. For each individual, there willbe different reasons why they are notachieving what they would like inemployment, perhaps theirconfidence and motivation, theirskills, their health or where they livecompared to where the jobs areavailable” (2008, p4).

An issue often overlooked, but intrinsicallylinked to many of the above reasons is beinga young carer. It is recognised among thoseworking with young carers that many haveabove average disadvantage in gainingtraining, employment or further education.Many do not attend school regularly or leaveschool with few (if any) qualifications.Disadvantages of caring for family members,who may have a multitude of problems, canlead to low self-esteem, and little or noaspirations associated with gainingemployment.

The overall aim of the Employability PilotProject was to address gaps in provision ofservices for young carers in Scotland.Through work with the Scottish YoungCarers Services Alliance and surveys carriedout at the Scottish Young Carers Festival agap was identified by The Princess RoyalTrust for Carers in support and servicesprovided to young adult carers moving into

employment, further education or training.The Princess Royal Trust for Carers is the

largest provider of carers support services inthe United Kingdom and within Scotlandalone, through a network of twenty ninecarers centres, and the Scottish YoungCarers Service Alliance, provides qualityinformation, advice and support toapproximately three thousand threehundred young carers.

The Princess Royal Trust for Carersidentifies a young carer as “a child or youngperson under the age of eighteen carryingout significant caring tasks and assuming alevel of responsibility for another person,which would normally be taken by an adult”(http://www.carers.org/who-is-a-carer,118,gp.html).

East Ayrshire Carers Centre is one of thetwenty nine independently managed CarersCentres which provides information, advice,support, training, leisure and socialactivities to carers of all ages living in EastAyrshire. The Centre currently supportsapproximately five thousand adult carersand six hundred young carers via fourvenues in Kilmarnock, Cumnock andDalmellington, as well as providing outreachservices throughout East Ayrshire. TheCentre also operates three social enterpriseinitiatives the primary aims of which are toenable young carers to access training,further education and or employment.

As a local authority East Ayrshire islargely rural with many of the towns andvillages suffering from multiple deprivations.Many of the young carers supported by EastAyrshire Carers Centre support a familyenvironment of substance misuse, mentalhealth problems, financial problems, socialdeprivation and third generationunemployment. This background often leadsto low self-worth and frustration. Inresponse East Ayrshire Carers Centre hasworked with a wide portfolio of fundersdelivering a number of innovative projectsthat have had significant impacts on youngcarers.

Alpha Venture Employability Centre isone example of a service East AyrshireCarers Centre has delivered to young carersaged 14 – 19. Based in Dalmellington House,Alpha Venture Employability Centre isfunded through Inspiring Scotland and aimsto assist one thousand young carers into

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Section 1: The Research and Policy Context

THE E A ST AYR SHIRE C ARER S CENTRE:

EMPLOYABILIT Y REPORT

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“Based inDalmellingtonHouse, AlphaVentureEmployabilityCentre is fundedthroughInspiringScotland andaims to assistone thousandyoung carersinto employmentover a ten yearperiod.” employment over a ten year period. The

Centre provides young carers with real lifework experience in the hospitality industrywithin Dalmellington House, a five bedroomtownhouse which is funded throughInspiring Scotland.

The Pamper Bus, donated by Stagecoach,is another initiative that acts as a vehicle todeliver vocational training to young carers toenable them to access employment in thebeauty and hospitality industry. The busprovides complementary therapies such asReiki, aromatherapy, Indian head massage,beauty therapies, pedicures and manicures,free of charge to carers in rural areasthroughout East Ayrshire.

In the Employability Pilot Project, over aperiod of one year, twenty young carersreceived intensive support after beingreferred onto the programme via youngcarer’s workers. The aim was to supportthese young carers into a positivedestination such as employment, educationor training. Other benefits to the youngcarers that participated would beimprovements in soft skills such asconfidence, willingness to take onresponsibility, and the ability to developrelationships.

After referral (see Appendix 1 for referralforms), the young carers met with theEmployability Project Worker where theywere registered (see Appendix 2 forregistration forms), and participated in apersonal development interview from which

a personal development plan was devised. Acopy of a Personal Development Plan can befound in Appendix 3. A training plan wasthen developed (see Appendix 6), along withthe young carer which, included a range ofactivities from literacy and numeracysupport to work placements. Young carersthen received complete, step by stepsupport in their search for a positivedestination.

This piece of research illustrates howEast Ayrshire Carers Centre used additionalfunding to help young carers gain access toemployment, education or training. Itrepresents only a small proportion of theprovision, which exists throughout localauthorities and individual schools andcarer’s centres but may help paint a pictureof what can work when supporting thischallenging group.

Also within the process of carrying outthe project and ultimately achieving theoutcome of twenty young carers moving intoa positive destination, literature focusing onMore Choices, More Chances (NEET, Not InEmployment Education or Training) as wellas different policies and reports that tackledemployability issues associated with youngcarers were studied.

Tackling the NEET problem is identifiedthroughout a range of Scottish Executivepolicies. The issue is prevalent inpublications from a variety of governmentaldepartments, appearing in economicstrategies, social justice and social inclusion

strategies and education / lifelong learningpolicies. The majority of these policieshowever, focus on employment strategies asopposed to the removal of barriers toemployment such as assisting withemployability skills.

In Scotland, for example, the focus hasshifted from the seven “Closing theOpportunity Gap” areas to following the“Workforce Plus” approach which hasinvolved strategies such as: “mapping andunderstanding the current range ofemployability services, their role and focusand their performance; assessing the extentto which local supply chains for thoseseeking work are complete and takingaction to strengthen these chains; agreeingand implementing an action plan whichcreates a more coherent and complete localemployability service; aligning currentresources – funding and staffing – toachieve this employability service”(http://www.employabilityinscotland.com/policyoverview.aspx).

In More Choices, More Chances: aStrategy to Reduce the Proportion of YoungPeople not in Education, Employment orTraining in Scotland (2006) the governmentpublished a headline figure of “thirty fivethousand” young people in Scotland thatfell into the NEET category. Within this groupapproximately fifteen thousand wereconsidered to be in a transitional phase ofNEET which would end in a positiveoutcome, for example, a gap year beforegoing to university. The remaining twentythousand young people, between the agesof sixteen to nineteen, were the focus of theMore Choices, More Chances strategy. In

December 2010 Skills Development Scotlandpublished the figure of eight hundred andten young people falling into the MoreChoices, More Chances category within EastAyrshire.

The More Choices, More Chances reportalso identified the sub-groups of youngpeople that were most likely to be or tobecome NEET. This included “care leavers,carers, young offenders, young parents, lowattainers, persistent truants, young peoplewith physical/mental disabilities; youngpeople misusing drugs or alcohol” (p.1).This clearly points to young carers as beingamong the hardest to help young peoplewho require the most intensive andappropriate support to access and sustainopportunities in the labour market.

Workforce Plus: An EmployabilityFramework for Scotland (2008) alsodescribes how:

“lone parents and others with caringresponsibilities remain one of thelargest groups who are workless andwant to work. They often face acombination of low skills, lack ofwork experience, poorer health andinflexibility in the hours available forthem to work, as well as practicaldifficulties in making alternativecaring arrangements” (p.45).

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“The PamperBus, donated byStagecoach, isanother initiativethat acts as avehicle to delivervocationaltraining to youngcarers to enablethem to accessemployment inthe beauty andhospitalityindustry.”

In Young Adult Carers in the UK;Experiences, needs and services for carersaged 16 – 24 (2008), Saul Beckerhighlighted that, for: “young adult carers intransition, especially those caring for aparent with severe mental health orsubstance misuse problems, some may nothave the advice or guidance from within thefamily to help them navigate through thisperiod of change in their lives at the sametime as they continue with their caringresponsibilities” (p.5).

These statements highlight the need forprofessionals working with young carers tohave the ability to provide assistance andguidance in all aspects of employabilityskills.

Skills for Scotland; A Lifelong SkillsStrategy (2007), although not specificallynaming young carers, is relevant to the workof this project as it emphasises theimportance of promoting “equality ofopportunity to those trapped by persistentdisadvantage” (p.5). The report gives a clearcommitment to young people regarding theroutes available to access and sustaineducation employment and training and thesupport they can expect. It also recognisesthe need to focus on young people who areat risk of entering a negative destination aswell as detailing the issue of young peoplepossessing key employability skills. This isconfirmed in the report as it statesemployer’s desire people with softer skillsincluding “effective time management,planning and organising, effective oral andwritten communication skills...the ability tosolve problems” (p.8).

These are skills we would expect to bedeveloped in school, college the home orthe community but are areas young carersmay need additional support with as theymay have struggled to participate due totheir caring responsibilities.

In the past other policies such as A Smart Successful Scotland (SSS) (2001),Closing the Opportunity Gap (CtOG) (2002)and Social Justice: A Scotland WhereEveryone Matters (1999) have allemphasised the importance of includingmarginalised groups in employmentstrategies, as well as, “doing more to reducethe number of young people not in work,education or training” (SSS, 2001, p.15).

Closing the Opportunity Gap (2002),included a target of “reducing the

proportion of 16-19 year olds not ineducation, training and employment by2006” (p.18).

Social Justice; A Scotland WhereEveryone Matters (1999), included as amilestone “halving the proportion of sixteen– nineteen year olds that are not inemployment, education or training”. (p.11).

In overview, few policies attempt toaddress the actual barriers to education,employment or training for those that are atrisk of becoming NEET, particularly youngcarers.

However, the Beattie Report (2005)advocated the introduction of a CareersScotland Key Worker Service that wouldallow young people in transitional stages“access to a key worker to guide andsupport [them] through the network of otheragencies and/or a mentor to offer informalsupport and encouragement to help buildself esteem and confidence” (The BeattieReport, 2005, p. 214). That model of supportand encouragement formed the basis forthis pilot project, in which young carersreceived intensive support, encouragementand advice in all aspects of employabilityand job searching.

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ReferralEast Ayrshire Carers Centre runs YoungCarers Groups throughout East Ayrshire forYoung Carers aged 8 -21 . The majority ofYoung Carers attend groups regularly andbuild a trusting relationship with theirrespective young carers’ worker as theyparticipate in activities that are targeted attheir age group; and are provided with theopportunity to mix with their peers and relaxin a supportive environment.

It is a key part of the young carers’workers role to spend time establishing arelationship with young carers and thereforedeveloping knowledge and understanding ofa young carers’ situation within the homeand at school. Workers also have close linkswith school staff (often a main source ofreferrals), social work and careers advisors.This allows workers the capacity to signpostyoung carers to appropriate services withintheir area.

In the process of this project youngcarers workers identified twenty youngcarers over the course of one year asalready falling into the More Choices, MoreChances category, or as having the potentialto do so. This was possible through thecombination of workers weekly contact withyoung carers and having the ability todiscuss any issues with them, as well ashaving close links with schools and careersadvisors.

Young Carers Workers were provided withan outline of the Employability Project and adescription of the criteria a young carerwould have to meet to be eligible. Anyyoung carer referred would have to be atleast sixteen and currently not in education,employment or training or have thepotential not to be within the three months

after their referral. Young Carers Workers received referral

forms (see Appendix 1), so that uponidentifying a young carer that requiredadditional support to access a positivedestination it was possible to refer themimmediately. This was always done with thefull consent of the young carer.

Referral forms asked for information onthe young carers’ current position regardingemployment, education or training; a briefdescription of their caring role; the reasonfor their referral onto the project and, ifknown, their future plans or aspirations.This information provided the basis fordiscussion at registration.

As soon as the project worker received areferral form, a meeting was arranged withthe young carer to register them. Thismeeting always took place in a locationsuitable for the young carer i.e. in theirhome, in their nearest carers centre or at ayoung carers group. It was not expected thata young carer would have to travel to meetup with the project worker.

RegistrationUpon receiving a referral for a young carerthe project worker would arrange a time assoon as possible, to meet up and carry outthe registration process. As the projectworker did not necessarily know the youngcarer the meeting was generally arrangedover the phone and included an introductionto themselves by the project worker andsome further information on the project. Itwould also be explained to the young carerinformation they were required to bring withthem to the meeting. This included (ifavailable), exam result certificates, detailsof previous work experience, nationalinsurance number and details of any otherworkers they were in contact with, such ascareers or job centre advisors. It was thenarranged to meet with the young carer at atime and a location suitable for them. If themeeting wasn’t for a few days the projectworker would call the young carer the daybefore to remind them of the meeting andconfirm the time and location.

The registration process involved filling ina registration form (see Appendix 2), whichasked for personal details, academicinformation such as exam results, andprevious work experience. Filling in the

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Section 2: The Process

THE E A ST AYR SHIRE C ARER S CENTRE:

EMPLOYABILIT Y REPORT

registration form allowed the project workerto make a basic assessment of literacy andnumeracy levels and identify how ready forwork the young carer was. Any blank areasor low levels of attainment allowed theworker to easily identify training needs andfuture supports.

The young carer was completely involvedin the registration process as this ensuredany responses being planned best met theneeds of the young carer and that they wereagreeable to all plans. As this stage theyoung carer was also asked to sign aconsent form (see Appendix 4) giving theirpermission for their story to be used as acase study (anonymously) and alsocompleted a questionnaire (see appendix 5)which would give a baseline indicator oftheir soft skills.

Personal DevelopmentPlanDuring the registration meeting youngcarers would also complete a PersonalDevelopment Plan (see Appendix 3). Thislooked at the journey it was hoped a youngcarer would make during their time on theEmployability Project. Written on an arrow toillustrate the young carer moving forwardtowards their goal or vision, discussionwould take place surrounding the youngcarers current employment situation, andhow they felt about their situation at thattime.

Secondly who could help would bediscussed. This usually included theemployability worker, young carer’s workers,careers or job centre advisors, teachers orprevious teachers, previous employers,friends or family members. It was vital toinclude anyone that could give a referenceor be a source of potential job vacancies orother positive destination.

Strengths that the young carer felt theyhad were also added to the arrow. Thiscould have been any strength ranging from acaring and helpful attitude to having twoyears previous work experience in a localshop at weekends.

Following on from discussing these areasnext steps were then developed in which theyoung carer would perhaps agree to developa CV, discuss the possibility of employmentwith a family friend, look for jobs in localnewspapers or shop windows or go on a

computing course to update their skills.Opportunities and challenges that could

arise from the next steps were then added,often issues such as the ability to travelcertain distances or the amount of time ajob would take them away from home andtheir caring role were identified as issues.

Finally the vision for the future wasadded. This included short and long termgoals such as getting a job, moving into ahouse of their own, passing their drivingtest or getting a car or going to college oruniversity.

Together with the information from theregistration form a training plan (seeAppendix 6) was then produced whichformed the basis for the young carersdevelopment.

Methods of trainingOnce fully registered young carers took partin a variety of training sessions that wereidentified as being suitable for theirparticular needs. These may have beenpicked up from their registration form, PDPor identified by the young carer themselves.All were aimed at equipping the young carerto fulfil their employability potential and notall young carers took part in every trainingopportunity. Types of training ranged frompractical skills, personal skills, employabilityskills and the development of practical jobsearch skills.

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“Types oftraining rangedfrom practicalskills, personalskills,employabilityskills and thedevelopment ofpractical jobsearch skills.”

Practical skills trainingEssential skills

Referrals were made to East Ayrshire CouncilEssential Skills service for young carers thatrequired additional support with numeracyand literacy. This gave the young carer theopportunity to receive one to one (or inappropriate circumstances) group support,to work on problem areas such as reading,writing or numeracy. Once a referral wasmade to Essential Skills one of their workerswould contact the young carer and arrangesessions in a local building that the youngcarer would be able to access wheneverrequired, normally on a weekly basis.

Food Hygiene

Young carers that showed an interest in thecatering industry were put through theirElementary Food Hygiene Certificate. Thiswas a one day course based inDalmellington House which gave individualsa basic knowledge and understanding of thecauses of food poisoning, measures forprevention and the legal aspects of foodhygiene in Scotland. This is an invaluablequalification when searching foremployment within the catering industry asmany employers specifically ask forpotential employees to hold it as a minimumqualification.

Young people and money

Young carers (particularly those with theirown tenancy) participated in a Young Peopleand Money course which was run by eitherthe Project Worker (who had undertakentraining to deliver the course) or by theMoney Advice Worker who worked withinEast Ayrshire Carers Centre. The course gaveyoung people advice and information on allaspects of financial management and wasaimed at empowering them by improvingtheir financial awareness and capability.

ASDAN Employability Award

Where possible young carers undertook theASDAN Employability Qualification. Thisallowed them to develop employability skillsand acquire transferable skills that wouldhelp them progress in their journey towardsa positive destination. Most of the learningwas activity based with the young carersworking independently, with some support ifrequired.

First Aid

Some of the young carers took part in oneor three day first aid courses which hadbeen organised by East Ayrshire CarersCentre or East Ayrshire Council. The First Aidcourse is another qualification that isvaluable, particularly when compiling a CVthat may lack work experience or academicqualifications.

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“Young carersthat showed aninterest in thecatering industrywere put throughtheir ElementaryFood HygieneCertificate. ”

Personal developmenttrainingWhere required young carers alsoparticipated in a variety of different coursesall aimed at developing personal, soft skillsand abilities. These included courses suchas presentation skills, customer service,assertiveness and confidence building.These were all run by qualified trainerswithin East Ayrshire Carers Centre and wereopen to all young carers. However, youngcarers that had identified issues in theseareas were particularly involved, with theaim being the courses would assist inremoving personal barriers to positivedestinations.

Employability skillsYoung carers also received one to one orwhere appropriate group support to developemployability skills. A range of websiteswere utilised to develop information andactivity packs that covered CV’s, coveringletters, job search, application forms,interview skills, and all other aspects ofemployment. A list of the websites used canbe found in the bibliography. Theseresources were combined with the projectworkers own training materials and workedthrough along with the project worker, usingworksheets, games and simulation todevelop and enhance the skills andconfidence of young carers in these areas.

Sourcing Employment/Education/TrainingA variety of means were utilised in searchingfor positive destinations.

College/University Prospectus

The project worker contacted all college anduniversities in the West of Scotland torequest a prospectus. This then created alibrary within Dalmellington House thatallowed young carers or the project workerto instantly research courses that wereavailable.

Newspapers

Local and national newspapers were boughtweekly along with recruitment papers suchas Scottish Recruitment and displayed

within Dalmellington House so they werereadily available for young carers to jobsearch whenever they were in the centre. Italso gave the project worker the opportunityto search for potential suitable vacancies foryoung carers and contact them regardingthese.

Job Search Websites

Young carers were given the opportunitywhenever they met with the project workerto search job websites. The project workeralso did this daily and printed any vacanciesthat may have been suitable to display inDalmellington House, and also to contactthe young carer that they may have beenrelevant to.

Catalogue of training providers

Skills Development Scotland’s onlineresources were utilised to search forappropriate training providers for localprogrammes such as Vocational Get Readyfor Work Programmes, Lifeskills or ModernApprenticeships. Young carers then went totheir career advisor to be referred onto aprogramme.

Links with careers advisors andschool staff

The project worker continued to maintainand further develop links with careers andschool staff in a bid to develop a joined upapproach to working with young carers. Thismeant work was not being duplicated andwould remain valid to the young carer. Italso kept the project worker informedregarding initiatives and opportunities thatmay be of future relevance.

Links with local business

It was important for the project worker todevelop effective links with localbusinesses, particularly the main employerssuch as nursing homes, garages, shops andfactories. This allowed the project worker toorganise workplace visits for young carerswhich gave them a sample of dutiesinvolved in a company they may have achance of being employed within. Thesevisits also allowed young carers to askquestions about what employers would lookfor and expect when recruiting. It also keptthe project worker in the loop if any

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vacancies were likely to be arising whilebuilding a working relationship with peopleresponsible for recruitment.

To establish links with local businesseswas a time consuming but worthwhile task.Phone books and internet searches wereutilised to find companies that young carersindicated an interest in. It was alsoadvantageous that the project worker livedlocally so was aware of local companies andthe services they offered.

Once the project worker and young carerhad identified companies the project workerthen spent time making phone calls orknocking on doors introducing themselvesand the project. Most businesses requiredas much information as possible about thecarers centre, the project and theexpectations of the project if they werewilling to take someone on placement. Itwas vital to stress that there would be nocost to the employer.

The majority of businesses that agreed totake a young carer on work experience didso after meeting the project worker on atleast two occasions. This was usually ontheir own premises and it allowed them togather as much information as theyrequired. It also gave the project worker theopportunity to carry out risk assessments orto arrange for them to be done by anoutside agency.

The main thing employers neededassurances of was that taking a young careron a work experience placement or opening

their workplace for a visit would be of nocost to them. They were assured throughoutthe process that if they agreed to takeanyone then all equipment they neededwould be provided by the project. Thismeant purchasing items such as chef’swhites and working boots for young carersbefore they started work experience. It wasalso made clear that risk assessmentswould be carried out by the project at a timesuitable to the employer.

In a few instances employers stated thatthey were willing to take young carers butupon meeting them it became apparent theydid not possess Employers LiabilityInsurance. This was usually the case ifsomeone was self-employed and workedalone, in which case they usually only hadPublic Liability Insurance. Under thesecircumstances the project worker had todiscuss whether the employer would bewilling to change their insurance policies tocover the young carer. In most cases theydecided it wouldn’t be worthwhile for theshort amount of time they would havesomeone on placement.

A few employers requested additionalinformation about young carers. They feltthey weren’t fully aware of issues that couldaffect the young people they were takinginto their business and were keen to findout more so they could provide as muchsupport as possible. In this case the projectworker provided information packs thatcould be distributed among all staff and

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“Whererequired youngcarers alsoparticipated in avariety ofdifferent coursesall aimed atdevelopingpersonal, softskills andabilities.”

where necessary arranged to have ameeting with staff to discuss their thoughtsand answer any questions. The projectworker also gave out business cards so thatcontact could always be made should issuesarise with anyone during their placement.

On a weekly basis the project workercontacted employers if they had anyone onplacement to check how they were gettingon. This also gave the employer theopportunity to suggest further training thatmay be required and could be arranged bythe project worker. In some instancesproblems with numeracy weren’t flagged upuntil a young carer was on a placement.

A minimum of weekly contact and aprompt and professional response to allqueries from employers meant the projectgave a good impression to businesses andall of their staff. All employers that took ayoung carer were delighted with theirperformance and attitude. This in turnmeant they were willing to contact theproject worker should vacancies be arising

Volunteering

Young carers (where possible) wereencouraged to volunteer for a local companyor organisation. This is a widely acceptedstepping stone into employment and wasalso a valuable method of developingconfidence, motivation and self-esteem aswell as improving skills.

Restrictions andLimitationsThe main restriction was time constraints.The aim of a throughput of five young carersevery three months did not allow a lot oftime for covering every aspect that may havebeen required. Young carers, by definition,have a caring role which is their priority. Thismeant they may not always have turned upfor training sessions or may not have hadsufficient time to commit to a particulartraining session. Therefore at times traininghad to take on a holistic approach whichmay have covered many different issues inone session as opposed to the intendedsession.

Initially the project worker had set uptraining sessions which were set times anddates. These were planned around fiveyoung carers at a time being on the project

for three months. However, it soon becameclear that such a rigid approach wouldn’t besuitable. Support for young carers had to beentirely flexible and meet with their needs attimes and places that suited them. Theprogramme also developed a more “roll on –roll off” approach as opposed to fourintakes.

Issues brought to the project worker mayalso have had to be dealt with beforereaching any employability work, forexample problems at home or school.

Meeting young carers for arrangedsessions also meant it was impossible tospend a long period of time working on alarge project such as the ASDANEmployability Award. No young carersmanaged to finish the entire award,although some did finish units within thecourse.

The time commitments required for someyoung carers meant the planned throughputof five young carers every three months didnot really work out. Some young carersrequired more time, while some requiredless. All have required sustained contact toallow them to maintain their positivedestination.

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Case studies have been included in theresults section to give a more in depthaccount of a selection of young carers andhow the entire process worked for them.This gives a personal account of the processfrom goals to outcomes. Names have beenchanged to protect identity and all youngcarers have given their permission for theirstory to be recorded.

Scott is the primary carer for his mother whois a lone parent and Scott has no othersiblings. Scott was referred onto theemployability project by the Young CarersWorker who was aware of issues Scott washaving surrounding school attendance.

On meeting Scott he discussed how untilrecently he had seldom been attendingschool due to suffering from anxiety andpanic attacks. Scott also suffered fromdepression and low mood. Scott had beenprescribed medication from his doctor andupon meeting him, and with the help of asupportive girlfriend, he had just managedto start attending school more regularly, ona part time timetable. Scott was however,due to leave school in two months and wasdetermined he would be doing so! Eventhough he had managed to return, he stilldidn’t feel that he related to his peers.

Scott was particularly interested in artand discussed how he would like to go to

college and study an art course, he wasn’tsure which course or college to apply to andthought he may have difficulties accessingpublic transport as he had previouslysuffered panic attacks in busy places.

We discussed how we could work aroundany potential problems and I agreed tosource bus and train timetables so we couldplan commuting. I also explained I wouldaccess college prospectuses so we couldlook at potential courses.

We agreed to meet the following week,and despite a reminder phone call Scottdidn’t turn up. After a few phone calls Scottagreed to meet up again. In the meantime Iphotocopied train and bus timetables andinformation on courses that may be ofinterest to Scott and posted them to him sohe could look at these before we met.

On meeting up with Scott again wediscussed how he was getting on at school,and although still not having greatrelationships with any of his peers he wascontinuing to attend and getting on wellwith his teachers.

As Scott had stated he would like to beinvolved in something to do with art in histraining plan I passed on information to himregarding Gallery 37, a project run by ImpactArts. Gallery 37 run through the summerand was an intensive programme featuringdance, fashion, music and a variety of otherartistic disciplines and was aimed at thoseat risk of disengaging with mainstreameducation. The programme also aimed toassist young people into a positivedestination.

Scott also decided to apply to a localcollege to study an access course thatwould then allow him to progress his artisticambitions should college turn out to besuitable for him.

Scott was assisted with his collegeapplication by the project worker, and aftersome interview skills coaching was happy toattend his college interview alone. Hereceived help with financial information fromsupport staff in the college once he wasaccepted.

In the meantime before the collegecourse started Scott participated in Gallery37. This opportunity gave him furtherexperience in art alongside furtheremployability support.

After another meeting with Scott todiscuss methods of job search he

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Section 3: Results

THE E A ST AYR SHIRE C ARER S CENTRE:

EMPLOYABILIT Y REPORT

Case Study 1

ScottScott is seventeen yearsold and lives with hismother who suffers frommental health problems,depression andalcoholism.

“Scott wasparticularlyinterested in artand discussedhow he wouldlike to go tocollege andstudy an artcourse...”

approached a local restaurant with his CVand managed to secure a part time positionas a waiter.

Scott is an example of a young man witha heavy caring responsibility and emotionalproblems of his own. Scott was, however,very motivated (particularly not to return toschool) so the provision of relevantinformation and a point in the right directionwas enough to allow Scott to makedecisions for himself that have ultimatelyhad a positive impact on his life. Workingwith other agencies to provide broaderemployability support was also of benefit toScott as his confidence and self-esteemimproved through participating in morepractical, hands-on experiences.

The project worker remains in touch withScott should more support ever be required.At the moment though, he is still at collegeand continuing to work part time.

Marie helps to care for her sister who haslearning difficulties and her grandparentswho have heart and breathing problems.Marie also has a slight learning difficultyherself. Her caring role is particularly heavyand she sometimes has trouble coping. Sheworries if she is away from home for a longperiod of time and the family have difficultycoping without her.

Marie was referred onto the programmeby her young carers worker who was awareof the family situation and the current issueswithin the home.

Marie regularly felt she lacked control incertain situations, mainly if hergrandparents became ill or her sister injuredherself so immediately she was registeredfor the next available first aid course. Thishelped to give Marie a bit more confidencewhen dealing with these issues and in herown ability to cope.

Marie indicated she would like to work incatering as she had already done a few

days’ work experience in a pub kitchen.Marie was therefore put through herElementary Food Hygiene Certificate andspent time carrying out work experiencewith the chef in Dalmellington House.

Marie also received help with her CV, jobsearch skills and participated in customerservice and confidence building workshops.

After approximately six weeks supportMarie decided she would be willing toattend college if it was on a part time basis.The project worker assisted her withresearching courses and finding out aboutfunding as well as with her application.

Marie was successful in gaining aninterview and a member of staffaccompanied her to this. This was a supportto Marie and helped her to maintain herconfidence as well as having an advocate toask questions and elaborate on answers onher behalf.

Marie was successful in securing acollege place and is still attending andenjoying the course.

Kevin left school unsure whether he wantedto go to college or try to find training oremployment. He was interested in a varietyof different types of jobs but had no workexperience. He had done well at school butwanted to leave as soon as he could. He hadleft school at sixteen and had beenunemployed ever since.

Kevin was referred onto the programmeby the project worker who knew him and thefamily and was aware of his currentsituation. As Kevin’s caring role wasn’tparticularly heavy he was able to spend a lotof time in the centre working intensivelywith the project worker developing hisemployability skills.

As Kevin wasn’t clear on his career pathhe undertook a variety of more generaltypes of training including presentationskills, customer service, young people and

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Case Study 2

MarieMarie is eighteen andlives with hergrandparents andyounger sister.

Case Study 3

KevinKevin is seventeen andlives at home with hisparents. He assists inthe care of both of hisgrandparents who livenearby.“Marie was

successful insecuring acollege placeand is stillattending andenjoying thecourse.”

money, and confidence building. He alsostarted his ASDAN Employability Award. Aswell as training courses Kevin spent timewith the project worker updating anddeveloping his CV, and practicing interviewand job search skills. On a weekly basisKevin was given bus fare so he could travelto the nearest town to search for jobs thatweren’t advertised in newspapers orwebsites. Kevin was then given support tofill out any application forms he received.

Despite not having a clear idea of whathe wanted to do Kevin was very motivatedand determined to succeed. Less than amonth after he was registered on the projectthe project worker heard of a vacancy in alocal factory. Kevin immediately phoned thepersonnel department and an interview wasarranged. After another interview skillssession Kevin attended the interview andwas successful in gaining a full timeposition.

Kevin is still working in the factory and isan example of how establishing links withthe local business community is essential.

Tommy cares for both parents who are drugand alcohol dependent. There is also drugand alcohol issues within other members ofthe family and Tommy assists with the careof the younger members. The family lead achaotic lifestyle and there is a history ofworklesness throughout the family as awhole.

Tommy was probably the most difficultyoung carer to work with on the project andis the only person who has not yet entered apositive destination. His parents were keenfor him to become involved with the projectinitially as they thought he would enter workstraight away. However, as it becameapparent that this was not the case Tommywas regularly influenced not to attendmeetings and training sessions. Tommy didnot have his own mobile phone so all

meetings were arranged through his fatherwho regularly did not pass on messages orwould call The Centre when he did attendsessions to say he was needed at home.

Tommy seriously lacked confidence andself-esteem and despite participating insome of the training on offer he never fullyengaged. He regularly stated that he felt theproject was pointless and he would neverget a job anyway. During his time on theproject two work experience opportunitieswere arranged for Tommy. These would havegiven him experience and the opportunity todevelop his practical skills as well as hisconfidence levels. On both occasions herefused to go immediately prior to startinghis placements, citing problems at home.Both of these placements were withincompanies Tommy had said he would likeexperience with.

The project worker met with Tommy’sparents on two occasions and spoke withthem on the phone numerous times. Theirmain concern about Tommy findingemployment was how it would affectbenefits coming into the house. Meetingswere arranged with East Ayrshire CarersCentre Money Advice Worker to discussbenefits but his parents did not turn up tothese. They refused to arrange a meeting intheir own home or any other location.

After much deliberation with Tommy’sparents and a lot of advocacy on his behalf,his parents agreed he could be referred to aLifeskills Training Programme. The referralwas made via his careers key worker whohad been working with the family for anumber of years. Tommy was keen to attendthe programme as he knew other peoplewho were doing it. However, he did notattend the interview even though the projectworker was picking him up and taking himto it.

At the moment the project workercontinues to work with Tommy and hisfamily. This support will be ongoing for aslong as Tommy needs and will be as little oras much as he requires. Another referral hasbeen made to Lifeskills and an interviewdate is awaited. His parents are agreeable tohim attending Lifeskills as the trainingallowance shouldn’t impact on their benefitsand they understand progression is likely tobe onto Vocational Training as opposed toemployment. Participation in the project hasalso benefitted the wider family as referrals

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Case Study 4

TommyTommy is eighteen andlives at home with hisparents andintermittently his twobrothers, two sisters andnieces and nephews.

“As Kevinwasn’t clear onhis career pathhe undertook avariety of moregeneral types oftraining...”

“Tommy waskeen to attendthe programmeas he knew otherpeople that weredoing it.”

have been made to Young Carers Workersfor some of the younger members.

Quantitative AnalysisIn all twenty young carers took part in theproject. The group consisted of thirteenfemale young carers and seven male.

The final results were that three youngcarers gained employment, seven went tocollege, eight went into training, onereturned to school and one has still notreached a positive destination. These resultsare illustrated graphically in Diagram 1opposite.

A baseline indicator was taken at thestart of participation in the project tomeasure the feelings of young carers aboutthemselves regarding levels of confidenceand self-esteem; willingness to take onresponsibility; reliability; the ability todevelop relationships; and ability topersevere. This was measured again whenthe young carer left the project to enter apositive destination. This was to measurehow the project had impacted on their softerskills.

To look at confidence and self-esteemyoung carers were asked the followingquestions which they answered on a scale of1 – 10 (1 being strongly disagree, 10 beingstrongly agree). These results are illustratedgraphically in Diagrams 2, and 3 and 4opposite.

Results indicated that the majority ofyoung carers showed they feltimprovements in levels of confidence. Thesewere measured by responding to how theyfelt about themselves, their appearance andtheir general confidence within themselves.Improvements in feeling good aboutthemselves and caring about theirappearance were assumed to infer animpact on confidence.

Young carers were then asked if theyalways did their best and if they made amistake did they try again. The results(illustrated graphically in Diagram 5opposite) showed the participants ability topersevere, an important skill, particularly intoday’s job market when perseverance andresilience are often necessary when facedwith rejection. Again, these results showedimprovement after support from the project.

Willingness to take on responsibility(illustrated graphically in Diagram 6

opposite) is another important employabilityskill, valued by employers and often lackingin young people due to lack of experience.In this project young carers wereencouraged to take responsibility for theirown learning, particularly those working onASDAN Employability Award. This skill alsoshowed an improvement.

Reliability and timekeeping (illustratedgraphically in Diagram 7 opposite) are alsoskills sought by employers and any changesin this were measured by asking youngcarers if they were reliable and turned up toappointments on time. These results alsoshowed an improvement for young carersparticipating in the project.

Finally to measure whether the ability toget on with people improved over the courseof the project young carers were asked ifthey usually got on well with people(illustrated graphically in Diagram 8opposite). This also showed animprovement.

The above results all illustrateimprovements in soft skills for young carersthat participated in the project. It could beargued that even failures are successeswhen looking at this data as despite adesired positive destination not necessarilybeen achieved, participants have stillbenefitted from these personalimprovements. This will continue to benefitthem in the future.

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19

Diagram 1 Diagram 5

Diagram 8Diagram 4

Diagram 7Diagram 3

Diagram 2 Diagram 6

ConclusionIn terms of the goals of this project 95% ofthe young people involved reached apositive destination, which wasemployment, education or training. Only oneyoung carer has not yet achieved what washoped for but continues to work with and besupported by the project worker.

The aim of the project was to assist asmany young people as possible intoemployment, however, in the currenteconomic climate this was exceptionallydifficult and illustrates the challenges facedby young people in Scotland today.

Unexpectedly the majority of youngcarers destination was training, eithervocational or lifeskills and hopefully this willcontinue to develop and enhance theiremployability skills and enable them to findsustainable employment when they finishtheir training contracts.

Although the lack of employment wasdisappointing the development of hard andsoft skills has been beneficial to youngcarers as their confidence, self-esteem andemployability skills have improved. This initself can only stand them in good stead forthe future.

RecommendationsIndividually focused support

Young carers face multiple barriers and thisproject has shown how they can benefitfrom the support of a specialist thatunderstands their role and the difficultiesconnected with it.

In working with someone that knowstheir situation they are given theopportunity to discuss how they want tomove towards work while being able to

contribute to every stage of the planningprocess. Each young carer agreed goals andnext steps that took into account theirpersonal objectives and constraints.

The role of the project worker in theregistration and PDP process was to assistthe young carer in identifying obstacles theymay face and looking at how these mayaffect their capacity to enter a positivedestination. It was then up to the projectworker to develop a simple and clearprogression that focused on their needs,identified appropriate supports and wasboth holistic and flexible. Identifyingindividual’s strengths and weaknessesallowed training to be matched to youngcarers needs while being able to plan anyadditional supports that may be required forexample essential skills.

Mentoring

The support of a worker that acts as amentor throughout the period ofemployability work, and is also availableonce the young carer has secured a positivedestination can make a significant differenceto a young person’s journey. Knowing theyhave someone to contact once in theworkplace, college or training establishmentcan make the difference between sustainingor leaving a positive destination. The workercan also assist with setting further goalsand providing help and guidance on issuessuch as work related benefits.

Young Carers Involvement

It is vital that young carers are involved atevery stage of the process from planning toreflecting upon their journey once they havesecured a positive destination. This meansthe process remains valid to them and willassist in maintaining motivation whileensuring they gain a clear sense of controland input.

Employer Relations

Establishing relationships with localbusiness brings benefits to employers andpotential employees. The ability to arrangework experience placements for youngcarers allows them to develop skills andimprove their abilities in likely workplaces,while showing employers they have thepotential to enhance their business. Alsoany training given to young carers during

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Section 4: Conclusion and Recommendations

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work experience placements can make thema viable, cost effective option when lookingto recruit.

The key to this process is establishingrelationships with local companies that aremajor employers and linking in with thoseresponsible for recruitment.

Joined up delivery of services

In their day to day work most professionalsworking with young carers will have linkswith school, careers and social work staff. Itis imperative to expand these and take thembeyond being a source of referral and focuson the delivery of employability work. Manydifferent agencies might be or may havebeen working with a young carer and it isimportant not to duplicate work that hasalready been done. A cohesive, joined upapproach ensures the young carer will seethe support you are giving is valid andvaluable.

Flexible approach to training

Not all young carers will undertake all typesof training you may have available. Some ofyour young people may be more job readythan others, while some may have veryspecific needs, and some more general. Avariety of training such as that described inthe earlier sections of this report allowsservices to be tailored to individual needs.

Recommendations for evaluation

A baseline measure of young carers’ softskills was taken at the start of the projectand at them entering their positivedestination. This consistently showed animprovement in skills including confidence,reliability, perseverance, responsibility andthe ability to develop relationships. Theseskills were measured on a questionnaire inwhich young carers indicated theirresponses on a scale of 1 – 10.

Feedback on their progressionthroughout the project may have beenbetter evaluated if the questionnaires werecompleted after each input, or comparedwith evaluation sheets taken after youngcarers had participated in courses deliveredby external trainers. This would have given aclearer view of what inputs worked andthose that were less successful.

However, the project worker wantedevaluation to be as unobtrusive as possibleand did not want to interrupt the flow ofwork by bombarding young carers withpaperwork.

21

“It is vital thatyoung carers areinvolved at everystage of theprocess fromplanning toreflecting upontheir journeyonce they havesecured apositivedestination. ”

Referral Form

Name: Date of birth:

Address:

Postcode:

Mobile tel: Home tel:

Current Position

At school: (please tick) Name of school and leaving date:

Not attending school: Name of school:

Unemployed: Length of time unemployed:

At college: Name of college and course:

Voluntary work: Type of work and location:

Brief description of caring role:

Referred by:

Reason for referral (i.e. John is currently unemployed and would benefit from assistance looking for work):

Future plans/aspirations (if known):

Signed: Date:

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Appendix 1

Registration Form

Name: Date of birth: NI no:

Address:

Postcode:

Mobile tel: Home tel:

Emergency contact details:

Current/last school attended: Leaving date:

Qualifications

Course Establishment Date Grade achieved

Previous Work Experience

Name Address Dates Position/Duties

Signed: Date:

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Appendix 2

Personal Development Plan

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Appendix 3

Name:

Signature:

Key worker signature:

Date:

Vision

Opportunities and challenges

Where are you now? Who can help? Strengths Next steps

Consent Form

This project is being run by East Ayrshire Carers Centre and the aim is to assist twenty young carers into a positivedestination over the course of one year. Any information that you give will be completely confidential and used onlyby the Project Worker (Hazel Steel). Please read and sign the information below.

I agree to take part in the Employability Project and understand that I can withdraw at any time. I understandservices I am offered will not be impacted if I decide to withdraw my participation from the project.

I give permission for my information to be used in the form of a case study and understand that anything that couldpersonally identify me will be removed before publication.

I understand all information I give will be treated in the strictest confidential manner by the Project Worker.

Name:

Signature:

Date:

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Appendix 4

Soft Outcomes Questionnaire

Completing this questionnaire will allow us to assess any benefits you may achieve as a result of this project that donot include a positive destination. The results will be analysed by the Project Worker and remain completelyconfidential.

NI no:

Question Strongly Disagree Strongly Agree

1. I feel confident 1 2 3 4 5 6 7 8 9 10

2. I do my best and if I make a mistake I try again 1 2 3 4 5 6 7 8 9 10

3. I am willing to take on responsibility 1 2 3 4 5 6 7 8 9 10

4. I feel good about myself 1 2 3 4 5 6 7 8 9 10

5. I usually get on well with people 1 2 3 4 5 6 7 8 9 10

6. I care about my appearance 1 2 3 4 5 6 7 8 9 10

7. I am reliable and turn up to appointments on time 1 2 3 4 5 6 7 8 9 10

Thank you(Adapted from Experts in Regeneration: Measuring Soft Outcomes; 2008.)

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Appendix 5

Training Plan

Name:

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Appendix 6

Goal (what do I want to achieve) What can I do to achieve this? How can my success be measured?

A Smart, Successful Scotland: Ambitions for theEnterprise Networks. (2001). Edinburgh: ScottishExecutive. Retrieved February 17th, 2009, fromhttp://www.scotland.gov.uk/Resource/Doc/158455/0042945.pdf

Baker, G. (undated). Supporting Young Carers inSchool: A Secondary Resource Pack. London: ThePrincess Royal Trust for Carers

Barr, A. (undated). Toolkit for Evaluation inEmployability. Edinburgh: Scottish Executive &WBS & Partners

Becker, F., Becker, S. (2008). Young Adult Carersin the UK: Experiences, Needs and Services forCarers aged 16 – 24. Essex: The Princess RoyalTrust for Carers

Closing the Opportunity Gap. (2002). Edinburgh:Scottish Executive.

Dearden, D., Becker, S. (2000a). Growing UpCaring; Vulnerability and Transition to Adulthood– Young Carers Experiences. Leicester: YouthWork Press

Dearden, D., Becker, S. (2000b). Meeting YoungCarers Needs: An Evaluation of Sheffield YoungCarers Project. Loughborough: Young CarersResearch Group, Loughborough University.

Dewson, S., Eccles, J., Tackey, N., Jackson, A.(2000). Guide to Measuring Soft Outcomes andDistance Travelled. Brighton: The Institute forEmployment Studies

Frank, J. (1995). Couldn’t Care More: A Study ofYoung Carers and their Needs. London: TheChildren’s Society

Frank, J., Tatum, C., Tucker, S. (1999). On SmallShoulders: Learning From the Experiences ofFormer Young Carers. London: The Children’sSociety

Frank, J. (2002). Making it Work: Good Practicewith Young Carers and their Families. London:The Children’s Society

Hidden Harm – Next Steps: Supporting Children– Working with Parents. (2006). ScottishExecutive. Retrieved November 3rd, 2010, fromhttp://www.scotland.gov.uk/publications/2006/05/05144237/0http://www.employabilityinscotland.com/

Implementing Inclusiveness: Realising Potentialthe Beattie Committee Report. (2005).Edinburgh: Scottish Executive. RetrievedNovember 3rd , 2010, fromhttp://www.scotland.gov.uk/Topics/Education/Life-Long-Learning/16581/6658

Measuring Soft Outcomes: A Basic Guide.(2008). Hallaitken. Retrieved February 10th, 2011,fromhttp://www.employabilityinScotland.com/measuringsoftoutcomes.aspx

More Choices, More Chances: A Strategy toReduce the Proportion of Young People not inEducation, Employment or Training in Scotland.(2006). Edinburgh: Scottish Executive

Moving Forward: A Strategy for Improving YoungPeople’s Chances through Youth Work. (2007).Edinburgh: Scottish Executive

Scottish Districts – Claimants Count from NOMISfor More Choices, More Chances Group by Age.Produced by Office for Scotland PerformanceTeam. Retrieved February 10th, 2011, fromhttp://www.skillsdevelopmentscotland.co.uk/media/246808/mcmc%20age%20group%20dec%2010%20(landscape).pdf

Skills for Scotland; A Lifelong Skills Strategy.(2007). Edinburgh: Scottish Executive

Social Justice: A Scotland Where EveryoneMatters. (1999). Edinburgh: Scottish Executive.Retrieved November 3rd, 2010, fromhttp://scotland.gov.uk/Publications/1999/11/4174/File-1

The Future of Unpaid Care in Scotland; ScottishExecutive Response. (2006). Retrieved June 15th,2010, fromhttp://www.scotland.gov.uk/publications/2006/04/20103316/0

The Princess Royal Trust for Carers. (2010). AboutUs. Retrieved June 15th, 2010, fromhttp://www.carers.org/about-us,5,GP.html

The Princess Royal Trust for Carers. (2010). Whois a carer? Retrieved June 15th, 2010, fromhttp://www.carers.org/who-is-a-carer,118,GP.html

Workforce Plus: An Employability Framework forScotland. (2006). Edinburgh: The ScottishExecutive

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Bibliography

THE E A ST AYR SHIRE C ARER S CENTRE:

EMPLOYABILIT Y REPORT

Internet Based ResourcesInterview Skills Games

http://www.kent.ac.uk/careers/interviews/ivmulti.htm

http://www.kent.ac.uk/careers/ivquiz.htm

http://www.kent.ac.uk/careers/assertiveness.htm

http://www.careers-scotland.org.uk/Howtoapply/Interviews/InterviewGame.asp

CV’s

http://www.kent.ac.uk/careers/cvquiz.htm

https://www.careersscotland.org.uk/CSLogin.asp?Message=Only+End%2DUser+Customers+or+Community+Guidance+Customers+or+Approved+Staff+may+access+this+resource%2E

http://www.direct.gov.uk/en/YoungPeople/ Workandcareers/Gettingyourfirstjob/DG_066151

Downloadable job applications

http://www.learnist.org/job-application-forms/

Job search websites

http://www.mappit.org.uk/Opportunities/default.aspx?Index=1

http://jobseekers.direct.gov.uk/homepage.aspx?sessionid=beffa63a-3f6b-48e4-9559-d1335601e1fe&pid=4

https://www.myjobscotland.gov.uk/home/home.asp

http://www.caterer.com/

http://www.goodmoves.org.uk/

http://www.s1jobs.com/

29

Games and Resources

THE E A ST AYR SHIRE C ARER S CENTRE:

EMPLOYABILIT Y REPORT

East Ayrshire Carers Centre Ltd is a charity registeredin Scotland No SCO24914

Registered Company No 276934Supported by East Ayrshire Council, NHS Ayrshire &

Arran and Community Planning Partnership

Report funded by the Scottish Government© The Princess Royal Trust for Carers 2011

49 The Foregate, Kilmarnock KA1 1LUTel: 01563 571533Fax: 01563 571855

E-mail: admin@eastayrshirecarers.org.uk

12-14 Lugar Street, Cumnock KA18 1ABTel: 01290 426404Fax: 01290 425784

E-mail: karen@eastayrshirecarers.org.uk