November 2010

Victory Village in Nelson was 2010 Community of the Year.  Word of Village achievements is spreading and more than 1000 copies of a DVD of their work have been snapped up. Paths to Victory – a valuable  case study prepared by The Families Commission was released on 29 November.  It explores Victory’s achievements, approach, principles and systems change.

These findings fit with Inspiring Communities’ observations and learning incorporated in our first “What We Are Learning” document. David Stuart, the Families Commission researcher notes: ‘The Victory Village approach was not planned for; it emerged.’

Our collective opportunity is to learn from this, adapt this approach in a more intentional way to local circumstances to improve neighbourhood and community resilience in New Zealand.

The Victory Village approach will be accessible to many during The Victory Village Forum in April 2011 jointly organised by Victory Village, The Families Commission and Inspiring Communities.

Paths to Victory

The aim of the research project was to look at the difference Victory Village is making for families and its community, and how it is making this difference.

What is Victory Village?

The Victory Village partnership led to the establishment of a physical ‘community hub’ at the school. The hub is a multipurpose community, health and recreation centre and school hall located on the school grounds. The centre provides one-to-one health services for residents, as well as a large number of recreational and social programmes and community events.

Community centre services are open to all residents – not just parents of children at the school. The school itself has a family-centred philosophy and involves parents in a number of ways, from social and curriculum events to adult education. These systems of education and community health and development positively overlap and intersect in many ways to nurture families.

In terms of professional collaboration, the Victory Village process was community-led and professional collaboration was directed organically and responsively towards community aspirations and needs. Collaboration is strongly evident between providers, organisations and individuals and families.

So, what difference is the Victory approach making?– since 2000 for students, families, community, school and providers:

• Overall improvement in student well being, participation and achievement
• Since 2000:
•    the roll has stabilised from a 60% turnover in 1999 to 9% turnover in 2008
•    student numeracy has  increased from 55% to 89%
•    student referrals for behaviour issues have reduced by 75%
• Families are more confident and this confidence has led to greater engagement and participation in their children’s learning
• There are stronger connections between families, with an energised community transforming its reputation
• The school has  benefited from this through better links with parents and other professionals contributing to better results for students
• Providers report a better quality of service because of the collaborative and holistic approach

The Victory Approach in a Nutshell

David Stuart’s research has noted a number of underlying principles that together created the Victory Village approach.

Development:

• Organic: meaning intentionally addressing needs but adapting to circumstances
• Opportunistic: converting possibilities into action
• Community-centred: a climate of warmth and welcome
• Interconnections: clear understanding that child, family and community outcomes are interconnected

Relationships

• Everyone matters
• Reciprocity:  as people were helped so they become helpers
• An environment where people, services, ideas are positively conveyed and through cross fertilisation, then relationships are strengthened and activities expanded

Leadership

• Collective responsibility for each child
• ‘Sweating the small stuff’ because the small things might be connected to wider issues or opportunities
• Boldness, risk-taking, creative, seeing connections across professional disciplines and organisations

Professional

• Professional boundaries distinct but permeable
• Professionals understood how other professionals operated
• Families were referred with care between professionals who knew and trusted each other

Implications

The case study notes a number of implications of the Victory approach for assisting schools and communities improve outcomes for children, families and communities:

• Look outward to other people, networks, ways of thinking, resources and professional borders
• Look inward – to your own personal and organisational culture and practices
• Invest time and professional development resources in ‘bridging social capital’
• Seek out what families and communities want for themselves. Re-imagine the capacity in your community for positive change
• Capitalise on bridging practices by developing collaborative approaches
• Be open and responsive to feedback