Evaluating the Impact of TARA Homes for Children July 2016

“TARA has made me who I am today basically” 18-year-old TARA boy This report has been prepared in July 2016 by Shona Casserly and Emily Bild, Consultant in Child Rights

Table of contents I. Introduction ........................................................................2 II. Methodology .......................................................................4 Limitations to Methodology ....................................................4 III. Evaluation Findings ........................................................5 1. Current Achievements ........................................................5 2. Challenges ..........................................................................14 IV. Conclusion ..................................................................... 23 V. Recommendations ............................................................ 24 VI. Annex – organisational structure .................................. 25

Tara Girls’ cocktail party, March 2016

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I.

Introduction

This report aims to examine the extent to which TARA Homes for Children is achieving its goals. Several approaches to achieve this were taken during the period of May to July 2016:  Interviews were conducted with a variety of stakeholders (43 in total);  A thorough analysis was undertaken of TARA data and statistics; and  A review was carried out of organisational procedures. TARA Homes for Children is made up of four homes:  TARA Tots – for young children aged between 2 – 7 years;  TARA Boys – for boys aged 7 – 18 years;  TARA Girls – for girls aged 7 – 18 years;  Big Bird’s Nest – for young adults aged 18 years and above.1 The report aims to reflect on what is currently working well and areas for future improvement. The primary aim of the report is to share the evaluation findings with staff and volunteers in order to support organisational learning and help TARA continue to provide the highest quality of care across all its programmes. There is also increasing interest from donors to better understand how their financial contribution makes a difference to the goals and mission of TARA Homes for Children. This report aims to be a useful addition in helping that understanding. The report is presented in the following sections:  Methodology and its limitations;  Key achievements of TARA Homes for Children;  Key challenges of the organisation;  Conclusion; and  Suggested recommendations

1

The HR structure of the organisation is presented in the Annex.

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II. Methodology As this was the first evaluation of TARA’s programme, the first step was to establish the key evaluation areas against the goals of the TARA organisation. This was done by an analysis of the mission statement and annual reports. From these, a list of the 10 pillars of TARA’s work was developed and approved by the management team: TARA strives to achieve: 1) A family-like environment 2) Individualised care 3) Quality education and extra-curricular activities 4) Excellent nutrition and healthcare 5) The creation of responsible citizens TARA strives to provide: 6) A rewarding work environment for staff, teachers and volunteers 7) Trained professional care-givers 8) Strong written systems and procedures in each department 9) A safe environment through implementation of the Child Protection Policy 10) Compliance to all external legal requirements The following steps were then carried out: 1. A wide variety of data was requested from all TARA departments. Examples include: the Child Protection Policy, health and safety procedures, children’s case studies, diet charts, health data, staff and volunteer rosters, operational guides for all homes, job descriptions, employment procedures and volunteer applications and procedures. 2. A list of general interview questions was developed to cover the main areas to be assessed, as well as additional specific questions for different target groups (e.g. children) and people in different roles. 3. Interviews were then conducted with all stakeholders. These included staff, children (above seven years), volunteers, trustees, sponsors, major donors, and other external stakeholders such as the children’s psychiatrist. A total of 43 people were interviewed. 4. All data was then analysed, and areas of achievement and improvements were established and collated into this report. Limitations to Methodology The most useful findings came from one-to-one interviews, thus there is some degree of subjectivity involved. However, the same set of questions were asked of each

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category of stakeholders. Time constraints also meant that the majority of interviews were carried out with internal stakeholders (children, staff and volunteers). A future evaluation would benefit from wider discussion with external stakeholders (such as representatives from the Child Welfare Committee, schools, doctors etc.). A great amount of information was obtained and the interviews were extremely informative. The main findings have had to be summarised in order to keep the report as succinct and ‘user-friendly’ as possible.

III. Evaluation Findings 1. Current Achievements ► TARA Homes for Children is universally seen as positive by children, staff and volunteers

“The project is well balanced, positive and equips them for the future. I love that family relationships are encouraged in

”–

TARA

volunteer

The TARA Homes for Children programme is universally seen as very positive by staff, volunteers and children alike. Throughout the duration of the evaluation, what was striking was the level of enthusiasm from everyone involved. People were very keen to participate and those interviewed spoke freely about how they saw the programme make a valuable contribution to the children’s lives. There was no difficulty obtaining documents as staff members welcomed the opportunity for the evaluation. There was an appreciation from both staff and volunteers of the difficult nature of the Executive Director’s job and the challenges he faces in his role. Many of those interviewed (including the children) praised how well he managed his broad-ranging responsibilities.

Echoed by all volunteers was that the impact of TARA went far beyond the children but was deemed to be “life-changing for staff and volunteers too”. One associate described how being involved in the organisation was “heart-warming” and expressed the joy they felt in seeing the TARA children’s confidence and happiness grow.

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“Once you’re a part of TARA, you stay a part

”

of it – volunteer

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► The level of care provided by TARA is ‘five star’

“Children are living here like a family. I think TARA is the best home in Delhi. When you walk in here you will say ‘Wow! I want to

”

live here for all my time!

In the interviews conducted, there was huge appreciation of the level of care offered to the children. This included TARA being able to cater to the individual needs of each child, as well as the activities and opportunities TARA offers in terms of education, health and general wellbeing. It was described by one associate as being a “fivestar care home”.

– TARA girl, 11 years

Children themselves mentioned that they now “go to better schools and learn good values”. The children partake in opportunities that are typically not available in most families such as swimming, art, dance and jujitsu classes. old

TARA was described as being an exemplary role model within the non-government sector in India in terms of its standards and professionalism. This was supported by the children who described it as being completely different to other care homes they had lived in, in terms of how they are “treated by others, fed and educated”.

“The kids are well fed, welleducated and well cared for by all. How many NGOs in Delhi can cover all of

” – staff member

these?

Tara Girls’ Bharatnatyam performance, February 2016

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► TARA Homes for Children creates positive and long-lasting benefits for its children

“The children are also not afraid to make mistakes, which is an important part of learning. Their increase in confidence made me realise why I was there in

”–

the first place.

staff member

Staff and volunteers were asked about what changes they observed from when a child first arrived at TARA compared to several months after living at TARA. Staff and volunteers often found it hard to express the changes as these were considered so vast and dramatic. The children were said to grow drastically in terms of confidence. This was repeated by many - the word “confidence” came up in almost every interview. In addition, it was evident their good manners and ability to interact thoughtfully with other children and adults greatly increased. The change in demeanour was described as “creating rounded individuals”.

Many of those interviewed explained these changes are typically seen in a short span of a few weeks. The stability and safety of the TARA atmosphere quickly encourages a child to relax and feel good about him or herself. In addition, the other children are positive role models and so assist in the immense behavioural change. One staff member explained how “after two or three months they become a proper TARA child” (the concept of a ‘TARA child’ being used by them to describe a confident, happy child with self-respect and respect for others).

“At the home now, we have put an emphasis on being ‘strong and independent’, and this helps them see that they can do things by themselves.

”–

staff member

TARA’s focus on empowerment helps the child gain confidence and “children are being encouraged to live out child rights”. One associate explained how the impact on the children is “life-changing” in the long term – “I’ve witnessed that even children with a learning delay, attention deficit hyperactivity disorder (ADHD) and other challenges have thrived in TARA. They’re being recognised for who they are and getting validation, which is the biggest thing you can find in a home.” Another associate explained how the children are not just mainstreamed into the education system but also into society. This societal mainstreaming is key to their future given their deprived and often marginalised backgrounds. The changes were seen to go beyond the children themselves – “Although it’s a small number of children in TARA, they will make an impact in their communities; it has a cascading effect on their communities.” A conclusion that TARA has the ability to change and shape a child was summarised by an older child - “TARA has made me who I am today basically”.

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► Health outcomes are significantly improved for children under TARA’s care Staff and volunteers could identify physical changes in the children due to the TARA health and hygiene programme. Visible improvements to their physical health were easy to see as many of them were growing very rapidly!

“In TARA we have good food and nice clothes. The ma’ams at TARA are very different and

” – TARA

TARA is very clean. girl, 10 years old

Many of the children arrive in poor health, underweight and occasionally severely malnourished. Through individual care and attention, access to good health care, regular medical check-ups and a nutritious diet, these problems are often able to be quickly addressed in TARA. Through comparisons of the child’s height and weight on arrival compared to current data it can be clearly seen that body mass is increasing in relation to age. . An analysis of their height-weight charts revealed that the BMI of the children increase by an average of 20 per cent from their arrival to date. Each home has a diet chart, which has been developed and is revised regularly by an external dietician. The homes also follow guidelines on recommended food quantities to ensure each child receives an adequate and balanced diet every day. This indicates the general nutrition of the children improves under TARA’s care.

► The children greatly benefit from the values and principles that constitute the TARA Homes for Children culture Many of the children at TARA Boys said that they loved learning “good values”. These values include: integrity, courage, dignity, generosity, education, hygiene, tolerance, humility, peace and having a critical mind, and they are reinforced through regular activities, such as theatre workshops, discussions and a daily ‘mantra’ before dinner (e.g. ‘We make a living by what we get, but we make a life by what we give’). The TARA Boys explained how the values that TARA provide have changed their lives, They grow so much in confidence! proudly stating that “the values are teaching me Slowly, they to open up and allow to become a gentleman”. The children also themselves to talk to you, and it’s great explained that TARA is teaching them to behave, to become more honest, more open, to to see this happen. – Trustee

“

”

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share and trust. At TARA Girls their values are positioned around the phrase “I will be a strong woman. Education is power”. The children appreciate the values and a huge sense of pride is taken in them. They seem to feel that it is these values that differentiates them from non-TARA children or from their past. The values have been described by the children as “helping me to see where I can be a better person”. It is also something they share together and promotes the feeling of being part of TARA’s community.

“Everyone should want to come to TARA. I will be a strong woman and strong women are important. Education is power and we

”–

can do everything.

TARA girl, 8 years old

Tara Girls in jujitsu suits in front of their prayer: “I will be a strong woman. Education is power”

“Their attitude completely changes, and you can see them slowly develop a sense of respect for staff, children and themselves as well.” – staff member ► The focus on education is a key indicator to the success of TARA TARA prides itself on providing educational outcomes for its children and education was highlighted by all staff and volunteers as making the greatest impact on the children’s lives. It was seen as making an impact not only in the short-term but in the

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long-term. Education is often viewed in global terms as being the ‘great equaliser’ and a passport to a better future.

“The children are learning, understanding, being encouraged to live

”–

out child rights. volunteer

“They are empowered and encouraged to be

Upon being admitted into TARA, children are assessed as to their education ability and standard. Depending upon the result, the in-house education programme is then tailored to assist the children to be mainstreamed into the best schools possible across Delhi. This mainstreaming takes anything from a few weeks to 20 months to achieve, depending on the child’s needs and the school places available. Almost all children said what they like best about TARA was the quality of education provided both by their schools and the in-house tuitions (after school and weekend “study time”).

independent. That is what

Most of the children arrive at TARA having missed significant years of their education. Not all are able to staff member make the huge leap to catch up with their peers – “Children take time to come to a particular level, they’re having to play ‘catch up’” explained a Trustee. There are of course some extremely bright children that manage to excel in their schools due to a combination of academic ability, hard work and support from TARA’s in-house tuitions.

”–

TARA is all about.

While there still is some disparity regarding the quality of the education provided by the different schools attended, the education coordinators highlighted that TARA is currently working to further develop its in-house curriculum to ensure they target areas for each child’s needs. TARA undertakes education in the broadest sense. For example, the children are keen to learn about children’s rights, child protection and sex education. The children felt happy that these are “not taboo subjects at TARA”. The children explained that they see these subjects as an important part of their overall education and to growing up and becoming an adult.

“The kids are given the tools to have a bright future. It is not just about them going through the system, TARA thinks long term, and they have a strategy to

”-

help each child with their future. volunteer

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► The staff and volunteers appreciate the work environment

“I feel my life only began when TARA started, as I could finally see the difference I was making in their [children’s] lives.” – staff member

Holi in Tara, March 2016

The children, whole heartedly, were the prime reason for staff and volunteers’ motivation and wanting to work or volunteer at TARA. Almost all said that spending time with the children was the most rewarding aspect of the work. Several explained that interaction with the children helped a lot even when they were having their own ‘bad day’. Staff enjoy the opportunity for further learning at TARA and feel this is encouraged by TARA. Staff also appreciate the fact that their “job is not restricted” and they have opportunities for growth. One of TARA’s major donors praised the fact that the Executive Director had recognised from the outset that he could not do it all by himself and he needed to create and develop a team of qualified staff, explaining “this is why TARA has been able to grow on solid ground and achieve in six years what other organisations take 15 to do”.

Evaluation, TARA Homes for Children, July 2016

“I see it in the staff, they’re proud to be part of TARA.

”–

volunteer

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“The job is not restricted – I’ve had so many opportunities to participate in trainings, personality development, HR, counselling. There’s a lot of space to learn and

Many staff felt that the training offered has helped make them more professional, more organised and that they have learnt to multi-task effectively. Formal training is reinforced through support from managers and a peer support and review system. This means staff are “constantly learning from each other”. It was echoed by most staff members that they appreciate and value the freedom given to them to express themselves. They valued that the organisation encouraged their input.

A Trustee explained how the organisation was always very receptive to new ideas and how her concerns had always cultures. – been very well received. People credited this with the staff member openness of the Executive Director who they found to be very approachable and willing to listen. The work culture was considered very open and the mixed Indo-French culture has helped promote further growth and understanding in the staff. interact with different

”

“The culture in TARA is very different to other workplaces. You are not afraid in TARA to express yourself.” – staff member ► TARA treats each child individually TARA works hard to help children with special needs. Several associates explained what they appreciated most about TARA was the fact that the organisation “does not let any child slip through the net, that it doesn’t give up on them.” The staff were praised for their perseverance with children even when a child is very challenging. This was described as being a real strength of the organisation.

“As there are only 20 seats per home, it means quality is very important and this shows in TARA.

”–

staff member

Another associate explained that at the beginning TARA was quite traditional in terms of its approach to child-rearing practices and discipline, applying the same approaches to all children. But over time, the organisation has learned that many of the children in its care are very damaged and different approaches are often needed with these children. Recently, the staff have received extra training in this area. They are starting to understand the subtler aspects of dealing with children with special needs, for example, how to adapt parenting practices and child development approaches for each child.

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One long-term volunteer explained the main thing she had learned since becoming involved in TARA was how to cope with children who have psychological problems and who may be challenging at times – “I discovered I can deal with difficult children; it’s like learning a new language. Now it’s no problem for me, I can put myself in their heads. It’s been very interesting adapting”. ► TARA provides a family-like atmosphere in each of its homes that is appreciated by all Children and volunteers all mentioned the very positive family-like environment in the TARA homes, with one child saying “we are living like a family, helping each other out”. This is reiterated with a strong sense of brother and sisterhood amongst the children. They feel pride in being a part of the TARA family. One child even said they like that everyone comes from a different place and has a different background and that “diversity makes TARA like a family”. One associate explained TARA follows a model that is very holistic in terms of food, recreation, education and psychological support as the resources are channelled in a very individualistic way. They explained “It’s like a family home with very intensive one-to-one care. I’ve noticed from meeting with different staff over the years that each child is very well known as an individual and this is a big plus.” The volunteers also discussed feeling a strong connection with the TARA family. Several past volunteers return to India each year with the specific intention of spending time at TARA. ► Sponsors play an important role and are valued by both staff and children The sponsors play a very positive role in the organisation. This was highlighted by several staff members. Sponsors were described as being important not just because of funding but because they give the children a role model and someone to look up to. They assist in broadening the child’s world.

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The children know the money comes from “a real person, who has a relationship with them and cares for them.” Another staff member explained how the concept of having sponsors is very important as the children are “very happy to know that a person in the world believes in them.” This was recognised as making a significant contribution to the success of the TARA programme.

2. Challenges ► Staff need more quality time with children and opportunities for team bonding ‘Free-time’ is difficult to find at TARA for staff. In order to maintain the feel of a ‘family-type environment’ the need for more time and space for bonding was raised by several staff. Busy schedules and juggling multiple demands means the managerial staff sometimes struggle to find enough quality time to spend with the children. Given almost all staff said what they liked best about working for TARA was the children, it is important this not be down-graded. In particular, having enough opportunities to enjoy being with the children during outings outside the home was raised. The staff also discussed the issue of team bonding. They said there were limited opportunities to spend time together informally or to socialise, particularly with the operational staff. This is due largely to structural arrangements such as shift work and staff working to different timetables, which makes it difficult to bring the whole team together. Consequently, it was difficult for staff to get to know each other. It was commented if the staff from different home knew each other, they would be better able to cooperate and work together. This was also supported by a donor, who explained that - “The staff need to spend more time supporting one another. They don’t take the time to do this because they’re so busy putting out fires all the time, it’s the nature of the work. But they need to build together a team morale and think of themselves too.” Recommendation: Staff should have more opportunities for informal staff ‘bonding’, a chance to spend quality time with children and be able to attend children’s outings.

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► Children’s timetables tend to be overcrowded TARA Homes for Children operates on a very comprehensive timetable. A common issue raised by staff, volunteers and the older children was the very packed and full timetable. This did not leave much time for individual pursuits or enjoying free time. This was observed especially at TARA Boys (the children were described as being “over-scheduled”). Although it was appreciated that they have access to such a wide range of extra-curricular activities and the focus on study was important, so was some form of free time for the children. Children living in families naturally have a great deal of free time which they have to learn how to fill. This is an important skill in itself. If TARA becomes too regimented, it is then difficult for the children to adapt to the real world after leaving the homes. Allowing the children a chance to get bored sometimes would also give them the opportunity to discover new hobbies and interests. Recommendation: “Free-time” should be scheduled into the older children’s timetable for a half-day one Sunday a month.

Tara Boys at Main Tendue Gala, June 2016

► Transitions from one home to another are difficult The transition of moving from one TARA home to another is, understandably, difficult for the child concerned. For example, young children moving from TARA Tots to TARA Boys or TARA Girls; and then from TARA Boys (and in the future,

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TARA Girls) to TARA Big Birds. Many staff, volunteers and older children highlighted that they had found dealing with this transition problematic. There were many changes to adjust to as in expectations, rules and regulations as well as emotional changes, not to mention fitting in and forming bonds with different children. One TARA Girls staff member explained how it was difficult for the new girls when they first arrived. At TARA Tots the children were surrounded by so many nannies who helped them to do everything - “It didn’t work going from that to having full independence. But at the home now, we have put an emphasis on being ‘strong and independent’, and this helps them see that they can do things by themselves.” Some staff raised there was a need to spend more time preparing the child before they move. This is now being implemented in TARA Tots; for example, the nannies start to teach the children how to fold their clothes, wash their plates and other skills they will need several months before they shift to TARA Girls or TARA Boys. In the same way, the teenagers need to be better prepared for moving to TARA Big Birds when they turn 18 through a gradual increase in both their freedom and their responsibilities. For example, living at the Big Birds can be the first time a young person learns to use an alarm clock! One boy explained how - “In TARA Boys, we were spoon-fed. In TARA Big Birds we have to manage by ourselves.” The younger boys also expressed a wish to visit the TARA Big Birds ‘Nest’ (their home), in the same way there are regular visits to TARA Tots and TARA Girls. It is important for them to understand what it is like there so they can start to prepare themselves for their future. Recommendation: An individual plan should be developed and implemented six months before a child is to move to a new TARA Home. Recommendation: Younger children should have the opportunity to visit the TARA Big Birds ‘Nest’. ► The Big Birds programme is crucial to the success of the whole TARA programme Staff and volunteers highlighted the huge importance of the Big Birds programme. The programme was seen as a crucial element in supporting a TARA child as they prepared to entered adulthood. It was a key feature in the TARA philosophy of creating an educated and independent community-minded young person. There is a real need to ‘get it right’ as it is the final step in the TARA programme.

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The Big Birds programme is a delicate balancing act. Often the young adults, even though 18, are still finishing off secondary school. Then there is the challenge of determining the next stage of their life; further education and/or working opportunities. Combined with this is the young person’s own personal journey as they move from childhood to young adulthood. Often the decision-making associated with this is overwhelming and difficult to navigate. If things go wrong at this stage, then it has the potential to undo or undermine the work carried out in the previous homes. It was raised that in particular there is a need for more staff supervision especially when they first move to TARA Big Birds. This could be addressed through each young adult being paired with a staff member who has responsibility for supporting them and mentoring them on a regular basis. More career guidance and support was also highlighted as a key issue to be addressed. Recommendation: There should be a separate evaluation of the Big Birds programme (focusing in particular on preparation for joining the programme), given its early stage of development and importance to the TARA programme as a whole. ► Getting the balance right in terms of procedures There is a balance needed to be maintained between having procedures and not losing the ‘family-feel’ of TARA homes. A thorough review of all procedures in place across the homes revealed there are extensive procedures in place, and most are extremely clear and comprehensive. However, several volunteers were concerned that the more procedures introduced, the less the homes retain their ‘family-feel’. There is a need to strike a balance - “There is a danger that the more professional TARA becomes the less familylike it is. A lot is changing at the moment but we need to not lose the vibe.” On the other hand, there are some important procedures that are not being universally implemented. For example, not all current associates have signed the Child Protection Policy and the outings form (to be completed by all in-charges before the children go on an outing) no longer seems to be in use. There may also be gaps that still need to be filled, for example the need for some minimal reference checking for volunteers was raised.

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Recommendation: The management team should sit together to carry out a review of all procedures to see what is really needed versus what might not be so necessary; and what is currently being implemented/not implemented.

Tara Boys and Girls on a Child Protection Policy Workshop, May 2016

► The need to learn the value of possessions and belongings Several of the staff expressed frustration that the boys (this was not raised regarding the girls or tots) need to value their belongings more and not take so many things for granted. For example, the boys do not always take care of their home and often break their birthday gifts, school bags, toys etc. They then expect them to be immediately replaced! The issue was raised of not creating unrealistic expectations, i.e. the children should not be given excessive amounts of gifts, toys, books etc. and believe everything is easily replaceable. This is an issue that has repeatedly been brought up by TARA Boys staff over the years – it could be developed into an additional value for the children to learn and embrace. Recommendation: An additional TARA value should be introduced - to learn the value of possessions and belongings and that they are not disposable and easily replaced.

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► Challenges around HR issues and high staff turnover The retaining of the right staff for the right job is challenging. Even more so for an NGO environment where 24/7 care of children under the age of 18 is required. Several of those interviewed said many staff changes, both managerial and operational, had taken place over the past few years. There is a feeling there is a kind of ‘sink or swim’ approach regarding staff. Staff said the organisation has very high expectations; the work is very demanding and so not everyone is able to meet the challenges. In addition, the cross-cultural environment of TARA is very different to that of most Indian organisations. Some staff are able to adapt and indeed thrive in this space but for others it is more difficult. One volunteer suggested more time needs to be spent at the recruitment stage to ensure TARA engages the right staff member for the right position. An induction process in the early stages would also help to ensure each staff member receives adequate support from the beginning. A Trustee explained, “There’s no trial period so we have to hire them based on how they present themselves in the interview. You don’t see them in action so you only realise ‘who’s who’ when they start working. Some work out and some don’t.” They also explained how it is hard to find the right people to work in NGOs. Institutional care presents an additional challenge as, “It is 24/7 so to find those individuals with as much passion and understanding as TARA would want is difficult. It requires rigor to work at TARA and some people are not capable of this. Turnover will always be quite high, it’s inevitable, not everyone can cope with that kind of environment, handling the children, the timings required etc.” While the efforts to create a fair HR package for all staff have been very much appreciated, a gap still remains between the management and the operational level. “We ask a lot from our night staff for Rs. 10,000 a month,” explained one staff member. In reality the night staff do not get any annual leave as they have to cover for each other in their absence. Providing them with adequate cover so that they are able to take annual and sick leave would be a positive step towards redressing the imbalance. Recommendation: More time should be spent at the recruitment stage to identify the right candidates and with inducting new staff members. Recommendation: A polyvalent (working across all homes) night staff should be recruited to ensure that there is adequate cover and enable current night staff to take sick and annual leave.

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► Some children drop out or have to be removed from the programme The retention of all children in the TARA programme will always be a challenge. Despite best efforts there are some children who, for various reasons, are unable to adapt to the programme. Unfortunately several do leave or need to be removed, but retention rates across all the homes remain high. One associate explained, “Many of the children carry a lot of baggage. This can be both emotional and physical. Some will be able to overcome this and fall into place, but a significant minority of emotionally damaged children won’t be able to adapt to the organisation.” They explained while it is very sad not to be able to help everyone, “The organisation needs to accept what it can’t handle and what’s outside its remit, in terms of special needs. At the end of the day, there’s only so much you can do, some children will always ‘fall out of the boat’ unfortunately.” One Trustee said often the problems with children emerge later when they become teenagers as that is when psychological disorders can appear – “They can’t put away what they’ve lived before. We help them as much as we can but it’s frustrating for the people who work with them. This happens sometimes in family life too. Providing well trained people to look after them is the best we can do.” A staff member reiterated the need for training to deal with the more challenging children, explaining that she sometimes felt overwhelmed when the children had episodes or faced certain issues. Further training would help them to deal with these issues and also to detect problems earlier. Recommendation: Training should be provided to all staff to help them deal with children with special needs and to identify issues earlier. ► Communication issues arise sometimes With any organisation, evolving and developing communication is an ‘art form’. TARA is no different in this regard. Communication issues were identified as an occasional problem by staff and volunteers. One staff member said they were not always informed about important issues and instead found out about them through ‘Chinese whispers’. There was also a feeling from some volunteers that they didn’t know who they should ‘report’ to. There are a lot of people in the homes but it is not always clear who everyone is and who is doing what. People often do not introduce themselves. One volunteer cited communication between the staff and volunteers as the greatest challenge. They said they were not always given relevant details regarding the children they were working with and not being introduced to staff meant they did not

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know who to go to for things. Another volunteer explained there is a feeling of donated money being slightly taken for granted sometimes. For example, staff do not always convey they fully understand the actual cost of the outings that volunteers are taking them on and misunderstandings arose. Many of these issues could be addressed by efforts to improve communications at all levels of the organisation, as well as relationship building amongst the staff and between the staff and the volunteers. Recommendation: The Executive Director should re-evaluate communication within the organisation to improve the chain of communication amongst staff and between staff and volunteers. Recommendation: Staff responsible for coordinating volunteers in each home should ensure that volunteers receive all necessary information regarding ‘who is who’ amongst the staff and who they need to go to for what. ► Disparities between the level of education provided by different schools  The children in TARA attend a variety of schools depending on:  Academic ability;  Age on arrival (it is much harder to mainstream older children);  Availability of a suitable school; and  Whether the school has a place at the particular level required. The different standards in education provided by the schools was raised as a challenge and frustration for both staff and children. While many of the children are fortunate to be attending some of Delhi’s top private schools, others remain in government schools. Government schools vary considerably in terms of the quality of education provided. This featured strongly in the interviews with the children when they were asked what they liked best and least about their schools and several complained of physical punishment (obviously a strong contradiction to the values they are learning in TARA). It is enormously challenging trying to mainstream all the TARA children into good schools. This is further complicated as many of the TARA children arrived with little or no education and so they are playing ‘catch-up’.

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TARA’s philosophy is to keep aiming for the best education outcome for each child. Thus, it is important that the Education Coordinators remain focused on trying to find the best possible option for every child. Recommendation: Education Coordinators should continue to search for the best possible school for every child. ► TARA Boys needs a new home The need for a new home for TARA Boys was identified by children, staff and volunteers. It repeatedly came up in the interviews. The existing home was described as having been “a good starting point but now the programme has out-grown the building.” This has become even more of an important issue since the opening of new homes for TARA Tots and for TARA Girls. The boys are acutely aware that these homes are more “beautiful” in comparison. There also are safety considerations regarding the TARA Boys building. Serious cracks in the wall and leaks raise questions about its safety, particularly with regard to heavy monsoon rain and the earthquake risk in Delhi. Recommendation: The Executive Director should reconsider the need for a new home for the TARA boys.

Tara Boys on their top floor

► The need for regular evaluation and sharing of findings The undertaking of the evaluation was well received by all who participated. Several people mentioned the need to ensure regular evaluation and learning takes place in

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TARA. It was also suggested that the organisation should try to promote greater participation in what is happening more widely in terms of child rights and child protection issues in Delhi. This could be by attending meetings and sharing what TARA is doing - “You have to sell what you’re doing not just for the sake of fundraising but for the sake of the children.” A volunteer explained, “We should use the model as evidence to improve outcomes for disadvantaged children so fewer children are subjected to the damage of larger institutions. We need to evaluate more often and then share these findings widely so TARA can be replicated and rolled out on a larger scale.” This was also reiterated by a donor, who explained that: “It’s time for TARA to be seen as a model programme now – it’s secure, it’s been running for a while, it’s time to start sharing its successes.” Recommendation: An annual evaluation of TARA Homes for Children should be conducted and its findings shared widely, as part of TARA’s ongoing commitment to continuous improvement.

IV. Conclusion In conclusion, it can be seen that the TARA Homes for Children programme operates effectively. The children were particularly positive about their experience. They enjoy the ‘family-like’ environment TARA offers. The children feel safe and secure. They are well nourished and their health is regularly monitored. The children relish the opportunity of education. This is both going to school and the after school curriculum that TARA offers. Staff feel valued and appreciate the opportunity to provide feedback. They also enjoy the challenge of TARA as they can learn and build their skills. Volunteers were also very enthusiastic with many returning each year to India with the specific intent of visiting TARA. This is not to say there is not room for improvement. Like any evolving organisation, and particularly one that is concerned with the welfare of children, TARA confronts challenges. Finding and keeping ‘the right staff’, ensuring open and transparent communication at all times and improving the education consistency for all children are just some of the ongoing demands. Further, the need to ‘fine-tune’ the Big Birds programme along with the psychological problems that can emerge for some of the children in teenage years means TARA’s job is ‘never done’. That being said, this first evaluation report is testimony that TARA Homes for Children is well along the right path.

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V. Recommendations 1. Staff should have more opportunities for informal staff ‘bonding’, a chance to spend quality time with children and be able to attend children’s outings. 2. ‘Free-time’ should be scheduled into the older children’s timetable for a half-day one Sunday a month. 3. An individual plan should be developed and implemented six months before a child is to move to a new TARA Home. 4. Younger children should have the opportunity to visit the TARA Big Birds ‘Nest’. 5. There should be a separate evaluation of the Big Birds programme (focusing in particular on preparation for joining the programme), given its early stage of development and importance to the TARA programme as a whole. 6. The management team should sit together to carry out a review of all procedures to see what is really needed versus what might not be so necessary; and what is currently being implemented/not implemented. 7. An additional TARA value should be introduced - to learn the value of possessions and belongings and that they are not disposable and easily replaced. 8. More time should be spent at the recruitment stage to identify the right candidates and with inducting new staff members. 9. A polyvalent (working across all homes) night staff should be recruited to ensure that there is adequate cover and enable current night staff to take sick and annual leave. 10. Training should be provided to all staff to help them deal with children with special needs and to identify issues earlier. 11. The Executive Director should re-evaluate communication within the organisation to improve the chain of communication amongst staff and between staff and volunteers. 12. Staff responsible for coordinating volunteers in each home should ensure that volunteers receive all necessary information regarding ‘who is who’ amongst the staff and who they need to go to for what. 13. Education Coordinators should continue to search for the best possible school for every child. 14. The Executive Director should reconsider the need for a new home for the TARA boys. 15. An annual evaluation of TARA Homes for Children should be conducted and its findings shared widely, as part of TARA’s ongoing commitment to continuous improvement.

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1. Annex – organisational structure

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