An evaluation of Urdd Gobaith Cymru's Routes to the Sumit Project

An evaluation of Urdd Gobaith Cymru’s 

Routes to the Summit project 

March 2013

Gwerthusiad o gynllun Llwybrau i’r Brig Urdd Gobaith Cymry | Mawrth 2013 

Report prepared by: 

Endaf Griffiths 

Llŷr Roberts 

Any enquiries regarding this report should be referred to Endaf Griffiths at Wavehill: 

t: 01545 571711 | e: endaf.griffiths@wavehill.com 

Contact within Urdd Gobaith Cymru: 

Catrin James, National Training Officer 

t: 01267 676734 | e: catrinj@urdd.org 

Version of report: Final


Content 

Report summary ................................................................. Gwall! Dalennod heb ei diffinio. 

1. Content ....................................................................... Gwall! Dalennod heb ei diffinio. 

1.1. Aims of the evaluation ......................................................... Gwall! Dalennod heb ei diffinio. 

1.2. Methodology ........................................................................................................................... 7 

1.3. The report ............................................................................ Gwall! Dalennod heb ei diffinio. 

2. Content and an introduction to the Urdd’s Routes to the Summit project ........... Gwall! 

Dalennod heb ei diffinio. 

2.1. Introduction ......................................................................... Gwall! Dalennod heb ei diffinio. 

2.2. Context .................................................................................................................................... 9 

2.3. The Urdd’s project ................................................................................................................ 11 

3. Findings: analysis of monitoring information for the schemeGwall! Dalennod heb ei 

diffinio. 


3.2. Expenditure .......................................................................... Gwall! Dalennod heb ei diffinio. 

3.3. Outputs ................................................................................ Gwall! Dalennod heb ei diffinio. 

3.4. Further analysis of information in participants’ database .................................................... 17 

3.5. Geographical distribution of scheme participants ................................................................ 25 

3.6. Activities by area .................................................................. Gwall! Dalennod heb ei diffinio. 

3.7. Questionnaire on leaving the project .................................. Gwall! Dalennod heb ei diffinio. 

3.8. Demonstrating Success Data ................................................................................................ 39 

4. Findings: staff and stakeholders’ views on the benefit to participants ...................... 42 


4.2. Three words to describe how the young people have benefittedGwall! Dalennod heb ei 

diffinio. 

4.3. Achieving the specific objectives of the project ................................................................... 45 

5. Findings: review of scheme implementation ............................................................ 47 


5.2. Main strengths and weaknesses of the scheme ................................................................... 48 

5.3. Operational structure of the scheme ................................................................................... 50 

5.4. Targeting specific participants: NEETs and those at risk of becoming NEET ........................ 51 

5.5. Adding value ......................................................................................................................... 53 

5.6. Collaboration with other establishments ............................................................................. 53 

5.7. The role of staff and retaining the team for the future ........................................................ 54 

5.8. Changing perceptions of the Urdd ........................................................................................ 55 

5.9. Looking to the future ........................................................... Gwall! Dalennod heb ei diffinio. 

6. Conclusion and recommendations ........................................................................... 57 


6.2. Conclusion ............................................................................................................................. 57 

6.3. Recommendations ............................................................... Gwall! Dalennod heb ei diffinio.


Appendix 1: An Introduction to Urdd Gobaith Cymru .......... Gwall! Dalennod heb ei diffinio. 

Appendix 2: Other schemes by the Reaching the Heights projects group ......................... 62

Summary of the report 

Introduction 


The aim of Urdd Gobaith Cymru’s Routes to the Summit scheme was to improve young people’s skills 

in Welsh and raise their aspirations. It gave young people taking part the best possible opportunity to 

develop skills associated with the world of work and to improve the confidence of young people so 

that they can move forwards confidently through the medium of Welsh to higher education and 

employment 

This is the final independent evaluation report on the scheme undertaken by Wavehill, a company 

specialising in social research and evaluation work. The evaluation was conducted as the scheme was 

running so that the findings could be fed back into the scheme while it was still operational. The 

following was undertaken as part of the fieldwork: 

 

 

 

 

 

Interviews with the scheme’s stakeholders including: members of the management group, the 

staff providing the scheme and some of those individuals who work in organisations where 

networks were established as part of the scheme (e.g. school headteachers and staff from local 

government youth departments); 

A questionnaire to all scheme staff and the Urdd in general; 

Focus groups with the scheme staff; 

Interviews with participants in the scheme. 

Visits to activities held as part of the scheme 

Consideration was also given to secondary evidence, namely analysing the scheme outputs and the 

characteristics of participants. 

The scheme 

The Urdd scheme is part of Reaching the Heights, a group of projects worth a total of £36 million 

managed by the Welsh Government aimed at improving the opportunities available to children and 

young people in Wales. The projects were delivered through a number of schemes and those 

schemes were implemented by different organisations known as ‘project sponsors’ including the Urdd. 

The Routes to the Summit scheme has engaged with and supported over five thousand participants 

across the Convergence programme area in Wales over a period of four years 1 . 

These are the steps the Urdd followed to implement the scheme: 

Employ and train youth officers to work with the target group (16) 

Work intensely with groups of Welsh speakers and learners across Wales 

Provide wider access to community learning and learning outside the traditional Welsh language 

curriculum in Welsh 

Assist young people to keep a record of their formal and informal progress through the Urdd and 

to note them in their progress files 

Identify young people’s strengths and interests and then lead them in a relevant direction 

1 The West Wales and Valleys regions have received the highest level of support, which is known as Convergence, 

from the European Union for the Structural Funds 2007-2013. See: http://wefo.wales.gov.uk 

©Hawlfraint Wavehill Ltd. 2013 Tudalen | 3


 

 

 

 

 

 

Establish at least 12 young people’s fora within the scheme regions and collaborate effectively 

with other fora 

Reinforce and develop a relationship between the Urdd, schools, colleges, higher and further 

education in Wales 

Offer and develop volunteering opportunities in Welsh and thereby raise awareness and improve 

the young people’s citizenship 

Work with small groups of Young people on particular projects. Many of the experiences offered 

were accredited using methods such as Agored Cymru, Community Sports Leadership Certificate, 

Millennium Volunteers Scheme, and the Duke of Edinburgh scheme 

Use and exploit a wide range of skills (e.g. sport, drama, literature, outdoors, music technology, 

residential experiences etc.) to engage young people in formal and informal activity with an 

emphasis on positive attitudes. 

A pilot scheme was conducted in the Rhondda Cynon Taff region where officers were placed in 

every Welsh medium school 

Scheme outputs 

 

 

 

 

Expenditure of £4.3 million (including £2.1m of European funding) 

5,676 young people have been supported 

o 1,801 participants aged 11-13 

o 3,875 participants aged 14-19 

An average expenditure of £744 per participant 

2,056 young people have gained a qualification 

Evaluation findings 

There is evidence that a high prcentage of the participants have benefitted grom their experience, 

including: 

Data collected from the questionnaire distributed to participants as their time on the scheme 

drew to a close (1,182 responses) which shows that the vast majority (75%) believe that 

participating has been of some benefit to them (although the nature of that benefit is unclear); 

Data for 1,443 participants in the Demonstrating Success 2 database, which shows that a positive 

change has been recorded on average for each one of the social and emotional dispositions and 

skills groups in the framework. 

Case studies for each individual who has participated in the scheme 3 . 

The opinions of staff and participants corresponds with this, but the most prominent effect for them 

was the way the participants’ confidence developed. They were also of the opinion that the scheme 

had delivered each of the objectives of the scheme’s business plan, namely: 

2 Further information on the framework is available on: http://demonstratingsuccess.co.uk/ 

3 See: http://www.urdd.org/cms/llwybrau/adroddiadau-gwerthusiadau 



 

 

 

 

 

Increase the number of accredited experiences through the medium of Welsh for young people; 

Raise awareness of career opportunities through the medium of Welsh; 

Develop local leaders through local projects and accredit skills developed by engaging with 

projects; 

Improve citizenship through local projects and volunteering; and 

Develop confidence in the economic value of using Welsh. 

Although more evidence would be advantageous, we the evaluators of the scheme are of the same 

opinion. 

Staff and stakeholders were most positive about the aim to increase the number of accredited 

experiences through the medium of Welsh for young people, an objective that is obviously important 

from the Urdd’s perspective. Data shows that a very high percentage of participants can understand 

(94%), speak (90%), read (90%) and write (90%) in Welsh and, although this is to be expected, it is 

interesting that 58% have chosen English as the language of choice for correspondence. This suggests 

that the scheme has engaged with young people who can speak Welsh but who choose not to use it 

on a daily basis. This also has an important bearing on the scheme’s ability to help deliver the Urdd’s 

objectives. Interviews with external stakeholder suggest that the scheme has started to change some 

people’s perception of the Urdd and the activities the organisation offers/promotes in a positive way. 

The evidence deliberated in this report shows that Routes to the Summit has succeeded in achieving a 

range of different outcomes and we believe this is very important. Specifically, the scheme succeeded 

to combine outputs such as gaining new / different qualifications with positive outcomes related to 

the use of Welsh. At a time when there is less funding available, the ability to achieve a range of 

positive outcomes (as well as more than one Welsh Government priority) through one scheme 

increases the importance of that scheme. 

However, data also shows that the scheme achieved less than anticipated for the vast majority of the 

indicators used to monitor the scheme, including the number of participants. This suggests that those 

targets were too optimistic in the first place and that they should have been reconsidered during the 

term of the scheme. 

Although the scheme was operational across the Convergence region, it was acknowledged that each 

area is different; therefore, the model for providing the project was different in some areas. Provision 

was also influenced by the match funding available in the specific areas along with the demand for 

Welsh language provision. The clearest example of this is four officers working in the Rhondda Cynon 

Taff area because the Local Authority was able to provide match funding, compared to one officer in 

every other area. 

This has affected the scheme in many ways, including: 

 

 

Different provision in different regions; therefore 

The impact of the scheme (e.g. number of participants and positive outputs) varies from region to 

region. 

Having said that, the evaluation concludes that varying the structure from region to region is, largely, a 

good thing. However the disadvantages of varying the structure also need to be acknowledged, 

including the fact that it means that the scheme’s ability to target groups of specific young people (e.g. 

those not in education, employment or training, known as ‘NEETs’) varies from region to region. 



Staff and stakeholders were of the opinion that the scheme was not very effective in targeting young 

people who are NEET, but that it had been more effective in targeting those at risk of becoming NEET. 

This corresponds with the analysis of scheme monitoring information, which showed that there was 

only a small amount of NEETs on the scheme. However, the ability to target also varied from region to 

region depending on the structure and facilities available. For example, it was much easier to work 

with schools to identify young people at risk of becoming NEET if a member of staff worked with one 

school in a region rather than five schools in a region. 

Having said that, it is important to remember that targeting this group of young people was not a 

priority when the Routes to the Summit scheme was originally designed; this was added to the scheme 

following a mid term report for the Welsh Government on the project as a whole. It is therefore 

difficult to be critical of the Urdd’s scheme in this respect. 

The change to the scheme that was most often suggested by staff was that it shouldn’t focus on NEETs 

/those at risk of becoming NEET. The support should be available to everyone. Although we 

understand this argument, we believe there is a good reason for targeting NEETs / those at risk of 

becoming NEET in a scheme such as this one as it is among this group that the benefit will be most 

obvious. Having said that, we believe there is a clear argument in favour of letting everyone 

participate in the activities held with the intention of integrating those who have been identified as 

being at risk of being NEET (or who are NEET) into these activities rather than continue to isolate this 

specific group. 

Although it varies, Routes to the Summit is still a ‘national’ scheme, which is coordinated by a national 

organisation, the Urdd. This adds value to the project in many ways and the conclusion of the 

evaluation is that there is a strong case for developing this model in the future. Ond of the most 

obvious ways that it adds value is in its ability to train staff all over Wales to the same level and to 

share expertise and experiences within the team. 

It is clear from the evaluation that the staff of the scheme have a key role to play in its implementation 

and that a skillset is needed that goes much further than just youth work. For example, the staff’s 

ability to devlop contacts with partners in the area (e.g. council’s schools and youth departments) has 

been crucial. As discussed in the report, many points arise from this. The need for a skillset that is 

broader than ‘youth work’ only is an important lesson that needs consideration when planning any 

project in future. However, more importantly maybe, it stresses how important it is, if possible, to 

retain the team developed by the Urdd for the future. Assuming there will be some follow-up to the 

Reaching the Heights projects, recreating the team would take time and, more importantly, it would 

be an inefficient use of scarce resources. An investment has been made in the Urdd team and there is 

a strong argument in favour of retaining this team rather than ‘starting over’ at some point in the 

future when, for example, there is more certainty with regards sources of funding from European 

funds. 



Recommendations 

1. If the finance is available, the Urdd’s Routes to the Summit scheme should continue. However, a 

review should be conducted in each county in collaboration with the key stakeholders to develop 

the detailed plan for the next stage in each region. Discussions should also be held on how to 

ensure more consistency in the service available in each region although finance will obviously 

play an important part in this respect. 

2. No future scheme should be solely for young people NEET or those at risk of being NEET; the 

activities provided should be open to all. However, there should be a focus on ensuring that 

young people NEET, or at risk of becoming NEET, take part in the activities. This could be done, for 

example, by working with schools to identify those who are at risk and working with them and 

encouraging them to take part. 


1. Introduction 


The aim of Urdd Gobaith Cymru’s Routes to the Summit project was to improve young people’s skills 

in Welsh and raise their aspirations. The project gave young people taking part the best possible 

opportunity to develop skills associated with the world of work and to improve the confidence of the 

young people so that they can move forwards confidently and more easily to higher education and 

employment through the medium of Welsh 

This is the final independent evaluation report of the project undertaken by Wavehill, a company 

specialising in social research and evaluation work. 

1.1. Aims of the evaluation 

The evaluation has been conducted over a period of almost three years focussing on answering seven 

specific research questions, namely: 

 

 

 

 

 

 

 

Have the objectives of the project been achieved? 

How effectively were the outputs and outcomes achieved? 

What was the effect of the specific interventions? 

What were the likely/possible outputs without the specific interventions? 

With regards to specific successes, what were the main factors of success? 

How can aspects of provision be improved upon? 

How has this project contributed to the Urdd’s objectives? 

The evaluation was conducted at the same time as the project was running so that the findings could 

be recorded whilst the project was still operational. This is the final report of the evaluation. 

1.2. Methodology 

The following tasks were undertaken as part of the fieldwork: 

 

 

 

 

 

Interviews with the project’s stakeholders including: members of the management group, the staff 

providing the project and some of those individuals working in establishments where networks 

have been established as part of the project (e.g. school headteachers and staff from local 

government youth departments); 

A questionnaire to all scheme staff and the Urdd in general; 

Focus groups with the scheme staff; 

Interviews with participants in the scheme; 

Visits to activities held as part of the scheme. 

Secondary evidence was also considered, namely analysing the project outputs and the 

characteristics of participants. 



1.3. The report 

The rest of the report is set out as follows: 

 

 

 

 

 

Chapter 2 establishes the context of the evaluation and introduces the Urdd’s Routes to the 

Summit scheme; 

Chapter 3 covers the findings of analysis of the monitoring information available for the scheme; 

Chapter 4 presents the views of scheme staff and external stakeholders on the impact of the 

scheme and its achievements; 

Chapter 5 looks at the findings of the evaluation regarding how the project was implemented by 

the Urdd; and 

Chapter 6 summarises the findings of the evaluation and specifies recommendations. 

Also, some background information has been included as appendixes that may be of interest to the 

reader, namely a short introduction to Urdd Gobaith Cymru as the organisation that implemented the 

project (Appendix 1) and a summary of other schemes implemented as part of the same group of 

projects as the Urdd’s Routes to the Summit project, the Reaching the Heights projects group 

(Appendix 2). 

We recommend this report is read alongside the case studies report produced by the Urdd 4 . 




Context and introduction to Routes to 

the Summit 

Synopsis 

 

 

 

 

The Urdd scheme is part of Reaching the Heights, a group of projects worth a total of £36 million 

managed by the Welsh Government and funded partly by European money, the European Social 

Fund (ESF). 

The main objective of the Urdd’s scheme (worth £4.3m) was to target support that would develop 

young people’s confidence, educate them regarding how to make important decisions and 

present them with basic skills to enable them to re-engage with education, encourage them to 

move on to further education or to the world of work through the medium of Welsh. 

Although this is a national scheme, it has been acknowledged that each region was different and 

as a result, the model for delivering the project was different in some regions. Other factors that 

influenced the provision offered was the match funding available in the various regions and the 

demand for Welsh language provision in those regions. 

The clearest example of the above is the fact that four officers worked in the Rhondda Cynon Taff 

region, because of the Local Authority’s ability to provide match funding, in comparison with one 

officer in every other area. 

1.4 Introduction 

The aim of this chapter is to introduce Routes to the Summit including the aims and objectives of the 

scheme and how it is funded. It also outlines how the Urdd implemented the scheme. Please note 

that further details about the Urdd are contained in Appendix 1. 

1.5 Context 

1.3.1. Reaching the Heights 

Routes to the Summit is part of Reaching the Heights, a group of projects worth a total of £36 million 

managed by the Welsh Government aimed at improving the opportunities available to children and 

young people in Wales. It was designed to provide young people between the ages of 11 and 19 in 

West Wales and the Valleys with skills that will help them remain engaged or re-engage with 

employment, education or training. 

Reaching the Heights includes two projects to give young people support and new opportunities: 

 

 

First Footholds – a project which works with some of Wales’ most underprivileged young people to 

help them overcome some of the barriers they face 

Routes to the Summit – this project aims to raise the skills and aspirations of young people so that 

they can make better progress in education and training and move more easily into work or higher 

education. 



A number of schemes deliver both projects, and those schemes are implemented by different 

organisations known as ‘project sponsors’ as described in the table in Appendix 2. More information 

on Reaching the Heights can be found on the Welsh Government website. 5 

1.3.2. Funding and strategic role of the scheme 

The Reaching the Heights group of projects is partly funded by European Funding. 

The West Wales and Valleys regions have received the 

highest level of support, which is known as Convergence, 

from the European Union for the Structural Funds 2007- 

2013, a new programming cycle. Convergence (which is 

the successor to the Objective 1 2000-2006 programme) 

includes the geographical area of 15 local authorities in 

the West Wales and Valleys region, which is the area 

shown in yellow on the map on the right. 

The Convergence programmes include funding from two 

European Structural Funds: European Regional 

Development Fund (ERDF) and the European Social Fund 

(ESF). Approximately £1 billion of ERDF funding will help 

to move forward the transformation of the region to a 

sustainable and competitive economy by investing in the 

information economy and helping new and existing 

businesses to grow. It will also focus on renewing Wales’ 

most underprivileged communities, tackle climate 

change and improve transport. Over £690 million from 

the ESF is used to deal with economic inactivity, increase 

skills and jobs. With match funding, Convergence will 

invest £3.5 billion in West Wales and the Valleys. 

Reaching the Heights is funded by the ESF programme, specifically under Priority 1 (Supplying young 

people with the skills needed for learning and future employment) which is split into two themes: 

Theme 1: Improving the educational outcomes of young people at risk of underachieving 

Theme 2: Raising Skills and Aspirations 6 

Funding for Reaching the Heights comes from both themes whilst the First Footing project is funded 

from Theme 1 and Routes to the Summit (including the Urdd project) from Theme 2. 

5 http://wales.gov.uk/topics/educationandskills/allsectorpolicies/europeansocialfund/projects/reachheights/?skip=1&lang=cy 

6 Further information available here 

http://wefo.wales.gov.uk/applyingforfunding/submitting/strategicframeworks/esf/supplyingyoungpeople/?lang 

=en 



The objective of Theme 2 is to support young people through the following: 

 

 

 

Provide disadvantaged young people with better information and guidance on employment, 

vocational training and higher education; 

Provide access to a wider and more innovative range of learning options to extend and reinforce 

their learning experiences and their skills; and 

Promote and support disadvantaged young people to gain higher skills levels. 

1.4. The Urdd Scheme 

1.4.1. Funding 

The total value of the Urdd’s Routes to the Summit scheme was £4.3 million. This included £2.1m of 

European funding and match funding (including corresponding time) provided by the Urdd and its 

partners. 

1.4.2. Aim and objectives 

The main aim of the Urdd’s Routes to the Summit scheme was to target support which would develop 

young people’s confidence, teach them how to make important decisions and introduce basic skills to 

individuals to enable them to return to their education and encourage them to move on to further 

education or to the world of work through the medium of Welsh. 

The main targets agreed for the projects were: 

Table 2.1: Routes to the Summit Scheme – Indicators and Targets 

Indicator 

Target 

Participants aged 11-13 2,432 

Participants aged 14-19 4,423 

Total participants 6,855 

Female participants 4,097 

NEET participants 456 

Employers collaborating with education/training providers 20 

Qualifications gained 1,882 

Basic skills 567 

Level 2 1,315 

Level 3 0 

Participants proceeding to further education (16-19) 400 

Participants gaining other positive results (11-19) 6,294 

These were the basis of a formal agreement between the Urdd (as ‘project sponsor’) and the Welsh 

Government (the ‘leading organisation’) for the Reaching the Summit project. 



1.4.3. Implementing the scheme 

The project started officially in February 2009, but was not operational until mid-June 2009, following 

the staff recruitment and training process. The project finished in March, which means an operational 

period of 4 years. The Urdd followed the steps identified in the original plan, which were: 

To employ and train youth officers to work with the target group (16) 

To work intensely with groups of Welsh speakers and learners across Wales 

To provide wider access to community learning and learning outside the traditional Welsh 

language curriculum in Welsh 

To assist young people to keep a record of their formal and informal progress through the Urdd 

and to note them in their progress files 

To identify young people’s strengths and interests and then lead them in a relevant direction 

To establish at least 12 young peoples’ fora within the scheme regions and to collaborate 

effectively with other fora 

Reinforce and develop a relationship between the Urdd, schools, colleges, higher and further 

education in Wales 

Offer and develop volunteering opportunities in Welsh and thereby raise awareness and improve 

the young people’s citizenship 

Work with small groups of young people on particular projects. Many of the experiences offered 

were accredited using methods such as Agored Cymru, Community Sports Leadership Certificate, 

Millennium Volunteers Scheme, and the Duke of Edinburgh scheme 

Use and exploit a wide range of skills (e.g. sport, drama, literature, outdoors, music technology, 

residential experiences etc.) to engage young people in formal and informal activity with an 

emphasis on positive attitudes. 

A pilot scheme was conducted in the Rhondda Cynon Taff area where officers were located in 

every Welsh medium school. 

Although not a focus during the planning of the project, the need to work with participants who were 

not in education, employment or training (NEET) developed to be one of the requirements of the 

provision following a mid-term evaluation of Reaching the Heights and this is covered further within 

the report. 

Following restructuring within the Urdd, a Youth Director was appointed, and a panel of directors and 

partners interviewed and appointed Youth Officers for the scheme. The appointment period was 

followed by an induction period with all the workers in order to introduce the objectives of the project 

to them and provide initial training. This was also an opportunity to develop a tight knit team that 

would work together to deliver the project effectively. The group met regularly during the project to 

receive training, share experiences, discuss good practice and support each other. 

This team of officers included youth workers, which included some with expertise in areas such as 

Outdoors, Sport, Drama and Writing and others with experience of different techniques in areas of 

youth work. All these officers were located in counties within the convergence area, some in specific 

schools, some in offices or the Urdd centres within their county and others located with project 

partners such as Mentrau Iaith 

Although this was a national project, it was acknowledged that the needs of each region were 

different. This enabled the Urdd to plan and prepare work that would offer the best service to nurture 

skills and raise the young people’s aspirations within the target groups. The table below outlines the 

model in each county and shows a variety in provision in each county. 



Table 2.2: Routes to the Summit – model of operation in each county 

County 

Pembrokeshire 

Ceredigion 

Carmarthen 

Swansea 

Neath Port Talbot 

Gwynedd 

Anglesey 

Conwy 

Denbigh 

RCT 

Bridgend 

Merthyr Tydfil 

Caerphilly 

Blaenau Gwent 

Torfaen 

Model 

The officer was located in the Urdd office and at the school site. He 

spent his time mainly working closely with one Welsh medium 

secondary school and worked closely with the Local Authority on 

schemes within the county. 

One officer placed with the Urdd serving seven secondary schools 

within the region. A strong relationship was developed with the Local 

Authority 

The officer was placed with the Urdd with the aim of working across 

the county with 3 schools. The officer focussed mainly on working 

with three secondary schools and the county’s further education 

college. The relationship between the officer and the Local Authority 

was minimal. 

The officer was within the local Menter Iaith (with the Urdd in charge 

of managing the post) and worked with two Welsh medium schools. 

There was some collaboration between the officer and the Local 

Authority. 

The officer was located at Ysgol Gyfun Gymraeg Ystalyfera and 

received practical support from the Local Authority. Although the 

officer was located in one school, he also worked with two other 

schools in the region. 

In the counties of north Wales the officers worked across four local 

authority areas: 

Two Open Air officers (increased to three in 2012) 

Two Arts Officers (decreased to one in 2012) 

Local authority funding used as match funding. A good working 

relationship with the Local Authorities. 

Four officers were located in the four Welsh Secondary Schools within 

the county. The Urdd employed one of those officers and the other 

three were ‘purchased’ from Menter Iaith Rhondda Cynon Taf 

following a competitive process of tender. Match funding was 

received from the Local Authority. 

Originally, it was proposed that the officer in this region work in 

partnership as the scheme used match funding from the Sports Council 

and the Local Authority sports department. This was adapted to be 

more extensive; to develop youth services in general rather than focus 

on sport 

One officer located at Ysgol Cwm Rhymni, the only Welsh medium 

comprehensive in the two regions. The officer collaborated with a 

youth officer who was already working within the school and with a 

Youth Officer in Merthyr 

One officer serving one Welsh school in both regions. The working 

relationship with the Local Authorities was good 

As is clear from the above table, the ‘model’ for implementing the Scheme is different in some 

regions. There were two main reasons for this, namely (i) the Urdd’s aspirations for the scheme in 

different regions when it was designed, and (ii) the match funding the partners were able to provide. 



In the north, there was a focus on conducting activities in the open air and arts activities as these had 

been noted as specific needs/opportunities in these areas. The project within Rhondda Cynon Taff 

was also different from the rest of Wales. There were four officers within this Authority as opposed to 

the one in each other Authority. This was possible because the Local Authority Youth Service applied 

for a European Social Funding project in Welsh within Routes to the Summit and was refused. The 

youth officers from the Council were progressive in offering to transfer the money they had assigned 

for that project for the Urdd to use as match funding for the Urdd’s Routes to the Summit project. 

This was sufficient to fund three extra posts, which made a total of four, which corresponded to the 

four Welsh Secondary Schools feeding the Authority. 



3. Findings: analysis of monitoring 

information for the scheme 

Synopsis 

 

 

 

 

 

 

 

 

 

 

 

 

 

By the end of March 2013, the scheme had engaged with 5,676 participants. 

However, data shows that the scheme has achieved less than anticipated for each of the indicators 

used to monitor the scheme apart from one, which is the total gaining basic skills qualifications. 

The number of participants taken up each quarter varies, depending on whether schools were 

closed during that quarter. This reflects the close relationship between the scheme and the 

schools involved. 

Monitoring data suggests that the target for the number of participants taking part in the project 

had been too optimistic from the outset. 

The highest percentage of participants lived in Rhondda Cynon Taff (20%) which suggests that the 

impact of the project (at least with respect to the number of participants taking part) is more 

substantial there than in any other region. 

Data shows that a very high percentage of participants can understand (94%), speak (90%), read 

(90%) and write (90%) in Welsh. However, it is interesting to note that 58% have chosen English as 

the language of choice for correspondence. This suggests that the scheme has engaged with those 

who can speak Welsh but who choose not to use it on a daily basis. 

Data suggests that the scheme has been more successful with male participants than with female 

participants with regard to securing positive outcomes. 

Although the number of participants securing positive outcomes was highest in Rhondda Cynon 

Taff (415), the highest percentage of the participants securing positive outcomes was in Conwy 

(81%). 

The difference between the percentages in each area that has secured a positive outcome reflects 

the fact that the scheme has been working in different ways (and with more/less resources), and 

to some extent with different groups of participants in the different regions. 

The main finding of geographical analysis on the location of the participants’ homes is that there is 

a tendency to cluster around the county’s Welsh schools, as expected. 

The analysis shows that 25% of the scheme participants live in one of the 20% of the most 

underprivileged wards in Wales (according to the Welsh Index of Multiple Deprivation). This 

suggests that the scheme has succeeded to some extent to target those at risk of becoming NEET. 

Analysis of the data collected from a short questionnaire circulated to participants at the end of 

their time on the scheme (1,182 responses), shows that many of them (75%) believe that taking 

part has been beneficial for them. 

There is data for 1,443 participants in the Demonstrating Success database for the scheme, which 

shows a positive change recorded for each one of the social and emotional dispositions and skills 

groups in the Framework as well as the participants’ ability to use Welsh. 




This chapter contains analysis of monitoring information collected by the Urdd during the scheme. 

3.2 Expenditure 

The total expenditure of the Urdd’s Routes to the Summit scheme at the end of the operational period 

(March 2013) was £4,220,757. This included approximately £2.1 million from the ESF. 

3.3 Outputs 

Table 3.1: Routes to the Summit Outputs at the end of March 2013 (quarter 17/17) 

Indicators 

Target 

Total Achieved against the 

achieved 

target (%) 

Participants aged 11-13 2,432 1,801 74% 

Participants aged 14-19 4,423 3,875 88% 

Total participants 6,855 5,676 83% 

Female participants 4,097 3,077 75% 

NEET participants 456 211 46% 

Qualifications gained 1,882 2,056 109% 

Basic skills 567 1,368 241% 

Level 2 1,315 667 51% 

Level 3 0 21 - 

Participants proceeding to higher education 

(16-19) 

400 29 7% 

Participants gaining other positive outcomes 

(11-19) 

6,294 5,008 80% 

Source: Yr Urdd 

The table above shows the scheme outputs as at the end of March 2013, at the closure of the project. 

It shows that what was achieved is less than anticipated (the target) with respect to the number of 

participants as well as many of the other indicators. 

With regards the number of participants, the total is 17% less than the target with the largest ‘gap’ 

among those participants aged 11-13 (26% less than the profile) than for those participants aged 14- 

19 (12% less). This suggests that there was less focus than expected on working with participants in 

the younger group and analysis shown further on in this report confirms that. 


Total 


The number of NEET participants is 54% less than the target and the number of participants who 

proceeded to further education is 93% less that anticipated. As is noted later in the report, this is a 

reflection of the project’s ability to target NEETs (mainly due to its structure) and the fact that it was 

not really designed to do that. The fact that the number proceeding to higher education is low also 

reflects the age group that the project worked with. The scheme was never likely to achieve a high 

number against this target. We must ask therefore how appropriate this was as a target/means of 

monitoring for the scheme. 

The target data for the percentage of participants who have gained a qualification shows an 

overachievement and this is because more that expected gained qualifications in basic skills. 

However, less than expected have gained a higher qualification (Level 2). Again, this suggests that the 

emphasis within the scheme is different to that which was monitored. As is noted later in the report, 

this is partly because the scheme has concentrated on responding to needs within the different 

regions taking part. 80% of the target for achieving ‘other positive outome’ has been achieved. 

It should also be noted that the scheme had been affected by uncertainty following a mid-term report 

of the main project (i.e. Reaching the Heights). At this time, the Welsh Government did not confirm 

that the project would continue into the second phase until April 2011, which was 4 months later than 

expected. This obviously created uncertainty concerning the further planning and development of the 

scheme. Moreover, the senior staff of the scheme believes that this has had an effect on the scheme’s 

ability to achieve its targets. 

3.4 Further analysis of information in participants’ database 

3.4.1 Number of participants 

4,077 participants were recorded within the database provided to the evaluation team in February 

2013. This is less than the total noted above because participants’ details were still being fed into the 

database when the analysis was completed. 

Figure 3.1: Total participants taken up each quarter 

450 

400 

350 

300 

250 

200 

150 

100 

50 

0 

-50 

404 

356 

371 378 

337 335 

299 307 

273 

240 269 265 

183 

60 

0 0 

C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 

Quarter 

Total = 4,077 

As the graph above shows, the amount of participants taken up in each quarter varies from quarter to 

quarter with the greatest amount claimed in the most recent quarter within the database (404). This is 

of course a reflection on the progress made during the scheme; the trend line in the graph reflects the 



general progress throughout the scheme. However, the data also shows that the number of 

participants taken up each quarter also varies significantly. The explanation for this is that the scheme 

activities have been connected largely with the term time of the schools the staff worked with. 

Therefore less activities were taken up (and therefore less participants) in the quarters outside school 

term times. 

This also explains why the same participants were not taken up during quarter 1 and 2; the scheme 

started during the school summer holidays. This not only meant that the scheme could not start 

working with participants from the very beginning, but it also meant a delay with regards to the staff 

developing a relationship with school staff in their area. We believe this to be an important lesson for 

the future; it would be better to start the project during school term time. However, having said that, 

this delay with respect to working with school/participants gave the Urdd an opportunity to train staff 

recruited before they met schools/participants and this was advantageous. 

The graph below shows the accumulative total taken up (blue line) compared with a forecast straight 

line of the amount needed to take up each quarter to reach the project target. The accumulative total 

has been below the red line throughout the scheme. This suggests that the target for the number of 

participants taking part in the project had been too optimistic and should have been modified. 

Figure 3.2: Accumulative total of participants claimed, actual and forecast straight line 

8000 

7000 

6000 

5000 

4000 

3000 

Cronnol (gwir) 

rhagolwg llinell syth 

2000 

1000 

0 

C1 C3 C5 C7 C9 C11 C13 C15 C17 



3.4.2 Characteristics of Participants 

As the graph below shows, 55% of scheme participants were female which suggests that it has been 

easier to engage with girls. According to the Urdd, this corresponds to the membership profile. 

Figure 3.3: Classification of participants – Male and Female 

Benyw 

55% 

Gwryw 

45% 

T=4,077 

Figure 3.4: Classification of participants – by County 

25% 

20% 

20% 

15% 

13% 

13% 

10% 

5% 

0% 

6% 

7% 

5% 

4% 

6% 

3% 

6% 

2% 

5% 

6% 

3% 

1% 0% 

T=4,077 

As shown above, the highest percentage of project participants lived in Rhondda Cynon Taff (RCT) 

(20%). Indeed, the percentage living in RCT was at least twice the percentage in each other area apart 

from Gwynedd (13%) and Bridgend (13%). This is to be expected as there were four officers working in 

this area compared with one officer in the other areas. This again suggests that the impact of the 

project (with regards to the number of participants at least) is higher in RCT than in any other area. 


Percentage 


Figure 3.5: Classification of participants - Age 

25.0% 

20.0% 

21.2% 20.4% 

16.9% 

15.0% 

14.1% 

10.0% 

9.2% 

8.6% 

5.0% 

0.0% 

4.2% 

3.0% 

0.8% 

1.2% 

0.1% 0.1% 0.1% 

11 12 13 14 15 16 17 18 19 20 21 22 21 

Age 

T=4,077 

As shown above, 43% of project participants were aged 15-16 which is toward the centre of the 

targeted age group 

Figure3.6: Classification of participants – employment status 

120.0% 

100.0% 

99.1% 

80.0% 

60.0% 

40.0% 

20.0% 

0.0% 

0.1% 0.1% 

Cyflogedig 

Hunan 

gyflogedig 

Mewn addysg 

llawn amser 

0.2% 0.5% 

Digyflog 

NEET 

T=4,077 

With respect to employment status, 99% of those on the database were recorded as being in full time 

education. Once again, this is to be expected and is a reflection of the objectives of the scheme and 

how it was implemented (i.e. with a specific focus on working with schools). Only 0.5% (22/4,077) 

were recorded as being NEET, which suggests that the project has not been successful with regard to 

targeting thit group; this something that is discussed further later in the report. 

As the graph below shows, only a very small percentage of the participants were identified as being 

disabled or with a health condition that would limit their ability to work. 



Figure 3.7: Classification of participants – disability and a health condition that limits their ability to 

work 

0.6% 

0.5% 

0.5% 

0.4% 

0.3% 

0.3% 

0.2% 

0.1% 

0.0% 

T=4,077 

Anabledd 

Cyflwr iechyd sy’n cyfyngu ar waith 

All participants were asked to note their ethnic group when completing the registration form for the 

scheme. As the graph below shows, 98.8% of the participants described themselves as Welsh or 

white. Only 1.2% noted any other group. 

Figure 3.8: Ethnic group noted by scheme participants 

Other 

1.2% 

Gwyn, 

34.9% 

Cymry, 

64.0% 

T=4,077 



3.4.3 Ability in Welsh 

Figure 3.9: Classification of participants – ability in Welsh 

100.0% 

98.0% 

96.0% 

94.0% 

92.0% 

90.0% 

88.0% 

86.0% 

84.0% 

93.6% 

Deall Cymraeg 

90.3% 

Gallu siarad 

Cymraeg 

89.6% 

Gallu darllen 

Cymraeg 

90.4% 

Gallu ysgrifennu 

Cymraeg 

T=4,077 

With respect to ability in Welsh, the database shows that a very high percentage of participants can 

understand, speak and write in Welsh. Of course, this is to be expected. 

The figure below shows the participants’ choice when asked, as part of the registration process, to 

note their language of choice for any correspondence. 

Figure 3.10: Participants’ language of choice for correspondence 

Saesneg 

58% 

Cymraeg 

42% 

T=4,077 

It is interesting to note that 58% (1,076 / 4,077) identified English as their choice. This compares to 

90% who had noted that they could read Welsh, and suggests that the scheme was able to engage 

with those who have the ability in Welsh but choose not to use the language, which was one of the 

Urdd’s objectives. 



3.4.4 Achieving outcomes 

The database shows that 1,924 of participants have achieved a positive outcome (obviously limited by 

what was monitored) as a result of taking part in the Scheme. As the graph below shows, this is 47% 

of the total participants 

Figure 3.11: Percentage of participants who achieved a positive outcome 

Dim 

canlyniad 

wedi'i 

gofnodi 

53% 

Canlyniad 

wedi'i 

gofnodi 

47% 

T=4,077 

The graph below shows the number of participants who have achieved every positive outcome 

(gaining qualifications being the most obvious). As noted already, the fact that the number that went 

on to further education or employment is low reflects the age group that the project worked with 

mainly. It was never likely that the scheme would achieve a great number within these targets. We 

must ask therefore how appropriate this was as a target/means of monitoring for this scheme. 

Figure 3.12: Total and type of outcomes secured by participants 

Mynd ymlaen i gyflogaeth 

Mynd ymlaen i addysg bellach 

2 

5 

Addysg bellach (16-19) 

37 

Cymwysterau a enillwyd (lefel 2) 

239 

Cymwysterau a enillwyd (sgiliau 

sylfaenol) 

875 

0 200 400 600 800 1000 

Total =1,924 

The graph below shows the percentage of female and male participants who have achieved positive 

outcomes. It suggests that, with regard to achieving positive results, the scheme has been more 

successful with male participants than female participants. 



Figure 3.13: Percentage of participants who achieved positive outcome – female and male 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

52% 

47% 

44% 

Benyw Gwryw Pawb 

Number of female participants = 2,242 

Number of male participants = 1,835 

Total = 4,077 

The following graph shows that, with regard to the number achieving positive outcomes, the project 

was most successful in RCT (415) and Gwynedd (342). Of the indicators monitored, this suggests that 

the scheme has been most effective in those areas. 

Figure 3.14: Participants achieving positive outcome in each area 

450 

415 

400 

350 

342 

300 

250 

200 

150 

100 

50 

0 

97 

2 

176 

137 

25 

93 

194 

122 

79 

180 

20 

36 

6 

Total =1,924 

Obviously, the number of participants achieving a positive outcome will be influenced by the number 

of participants in that area. The following graph takes this into consideration and shows that Conwy is 

the most effective county with regard to the percentage of participants who have achieved a positive 

outcome. 



The difference in percentages reflects the fact that the project has been working in different ways 

(and with more/less resources) in different regions and, to some extent, that they have been working 

with a different group of participants. For example, the scheme worked with participants who were 

less likely to be able to achieve a positive result in some regions because that was the need that had 

been identified. Although it is therefore difficult to compare the outcomes, again this is a reflection of 

the variety within this ‘national’ scheme. 

Figure 3.15: Percentage of participants in each area who achieved a positive outcome 

90.0% 

80.0% 

70.0% 

60.0% 

50.0% 

40.0% 

30.0% 

20.0% 

10.0% 

0.0% 

72.4% 

5.0% 

54.2% 

50.0% 

32.5% 

11.0% 

80.8% 

57.0% 63.6% 60.8% 

50.0% 

51.0% 

28.2% 

16.0% 

5.5% 

Local Authority area T 

Anglesey 134 

Blaenau Gwent 40 

Bridgend 541 

Carmarthenshire 227 

Ceredigion 186 

Conwy 253 

Denbighshire 214 

Gwynedd 538 

Merthyr Tydfil 158 

Monmouthshire 9 

Neath Port Talbot 296 

Newport 262 

Pembrokeshire 71 

Rhondda Cynon Taff 814 

Swansea 225 

Torfaen 109 



3.5 Geographical Distribution of scheme participants 

The maps on the following pages show the location of participants who have received support from 

the Scheme. They also show the locations where participants have achieved a positive outcome in 

different colour. In addition, the maps show the most and least underprivileged wards as identified by 

the Welsh Index of Multiple Deprivation 7 . 

The objective is to visually discover if there is any clustering as well as any connection between 

scheme participants’ location and deprivation 

3.5.1 North Wales 

T=1,139 

The above map shows the location of participants in North Wales. It suggests that participants are 

clustered in some areas, especially more urban areas and this is further highlighted in the following 

individual maps for counties in north Wales. There is also a suggestion (especially on the map for 

Denbighshire) that the participants who have achieved a positive outcome are clustered in some 

specific areas. 

7 Welsh Index of Multiple Deprivation is the official index for measuring deprivation in small areas of Wales. It is 

a means of measuring the depth of deprivation on a small area level. More information is available on the Welsh 

Government website: http://wales.gov.uk/topics/statistics/theme/wimd/?skip=1&lang=cy 



3.5.2 Anglesey 

T=134 

3.5.3 Gwynedd 

T=538 



3.5.4 Denbigh 

T=214 

3.5.5 Conwy 

T=253 



3.5.6 Mid and West Wales 

T=934 

The main geographical finding in mid and south Wales is that participants tend to cluster around 

Welsh school areas as would be expected. 



3.5.7 Pembrokeshire 

T=71 

3.5.8 County and City of Swansea 

T=225 



3.5.9 Ceredigion 

T=186 

3.5.10 Carmarthenshire 

T=227 



3.5.11 South Wales 

T=1,933 

3.5.12 Blaenau Gwent 



3.5.13 Bridgend 

3.5.14 Caerphilly 



3.5.15 Merthyr Tydfil 

3.5.16 Neath Port Talbot 



3.5.17 Rhondda Cynon Taff 

3.5.18 Torfaen 



3.5.19 Percentage of participants living in the most deprived areas 

The following graph shows that 25% of scheme participants live in one of the wards which is within the 

20% of the most underprivileged in Wales and 47% from the 40% of the most underprivileged (as 

identified by MALlC). 

Figure 3.16: Percentage of participants living in the most and least underprivileged wards (by category) 

30% 

25% 

25% 

22% 22% 

20% 

18% 

15% 

12% 

10% 

5% 

0% 

Yn byw mewn 

ardal o fewn yr 

20% mwyaf 

difreintiedig 

Yn byw mewn 


21-40% mwyaf 

difreintiedig 

Yn y canol 

Yn byw mewn 


21-40% lleiaf 

difreintiedig 

Yn byw mewn 


20% lleiaf 

difreintiedig 

T=4,077 

Research evidence shows there is a link between living in an underprivileged area and being a NEET. 

For example, research has identified that in half the most underprivileged areas (20% of Wales’ most 

underprivileged wards), less than one in every six young person aged 18 goes on to higher education. 

In a third of those wards between one in every four and one in every six go on to higher education 8 . 

The fact that 25% of the Urdd’s Routes to the Summit scheme participants come from the 20% of the 

most underprivileged wards suggests that the scheme has succeeded to some extent to engage with 

those who are most at risk 

8 Source: http://www.poverty.org.uk/w32/index.shtml 



3.6 Activities by area 

The Urdd supplied a spreadsheet which detailed the activities held in each area as part of the scheme; 

850 in total. The following graph shows the distribution of activities by area. Where the activities 

have been held for participants from more than one area, the areas in question are noted 

Figure 3.17: Distribution of activities by area 

Rhondda Cynon Taf 

31% 

Pen-y-bont ar Ogwr 

6% 

Penfro 

4% 

Merthyr / Chaerffili 

Gwynedd / Môn 

6% 

7% 

Gwynedd / Dinbych / Conwy 

Gwynedd 

Gogledd 

1% 

3% 

4% 

Conwy / Dinbych 

7% 

Conwy 

0% 

CNPT 

8% 

Ceredigion 

Caerfyrddin 

Blaenau Gwent / Torfaen 

Abertawe 

5% 

7% 

4% 

7% 

Môn 

0% 

0% 5% 10% 15% 20% 25% 30% 35% 

T=850 

The highest percentage of activities was in RCT, 24% more activities than any other area. 

corresponds with the higher number of participants in that area. 

This 



3.7 Questionnaire on leaving the project 

1,182 of the participants (approximately 25% of all participants) have completed a short 

questionnaire, which is circulated by the scheme staff as the participators come to the end of their 

time on the project. 

Analysis of this information shows: 

 

 

 

 

 

 

 

78% (921/1,182) still at school* 

25% (293/1,182) returning to 6th form* 

2% (24/1,182) in employment 

2% (25/1,182) going on to further education college 

1% (10/1,182) going to University 

0.1% (1/1,182) are unemployed 

0.1% (1/1,182) are taking a year out 

*note duplication here. 

This suggests that a large number of the project participants have stayed within the education system 

or have found employment after leaving the project (i.e. not NEET). However, it is not possible to 

know how many of them were NEET in the first place or how many were at risk of becoming NEET. 

The average age of participants within the database was 15.1yrs. 

Analysis of the responses to the questionnaire shows: 

 

 

 

 

 

 

 

75% of participants think they have benefitted from taking part in the project 

65% think they have attained new skills by taking part 

53% think it has improved their personal and social skills 

48% think their Welsh has improved 

45% think they have developed self confidence 

34% think the project has broadened their horizons; and 

27% think taking part has helped their school work 

Unfortunately, the data does not enable analysis of who are the individuals who have benefitted most 

from the project. 


Key features 


3.8 Demonstrating Success Data 

Demonstrating Success is a framework developed by the Welsh Government to assess the progress 

made by young people who receive services and support 9 and the framework was used by the Urdd as 

part of the monitoring system for Routes to the Summit. 

Demonstrating Success has been designed to show how young people make progress with regard to 

Social and Emotional Disposition of Skills (SEDS). These include four ‘elements’, which are Interaction, 

Motivation and Active Participation, Independence and Respect for Others. The following table defines 

these further. 

Table 3.2: Key features of SEDS within Demonstrating Success framework 

Elements of Social and Emotional Disposition of Skills (SEDS) 

Interaction Motivation and Active Independence 

Participation 

Demonstrates a 

Listens to others willingness to Manages own feelings 

participate 

Asks questions 

Makes a positive 

Knows rights and takes 

contribution to an 

responsibility 

activity 

Uses appropriate 

body language 

Uses appropriate 

verbal 

communication 

Sees value in 

participation 

Manages risk and 

understands 

consequence 

Respect for 

Others 

Accepts others 

Practices 

empathy 

Values 

relationships 

Shows resilience Is individual - 

As well as the above, ‘use of Welsh’ was added by the Urdd as an additional element of the framework 

for the Routes to the Summit scheme as it was one of the organisation’s specific objectives. 

Scheme staff collected Demonstrating success data by using equipment formed as part of the 

development of the framework. 10 Data was collected in two reviews, the first around the time that 

individuals started participating in the scheme (once staff members felt that they knew the 

participants well enough to conduct a review) and then towards the end of their participation. 

There is data for 1,443 participants (about 30% of the total participants) within the Urdd database 

although there are some gaps in the data. The following graph shows the reviewed participants’ 

location as identified in the database. 

9 Further information about the framework is available at: http://demonstratingsuccess.co.uk/ 

10 Note – the staff of the scheme were given numerous training sessions on the framework and appropriate tools. 



Figure 3.18: Classification of participants reviewed for Demonstrating Success framework 

14% 

12% 

10% 

8% 

6% 

4% 

2% 

0% 

6% 6% 

10% 

11% 

6% 

3% 

9% 

13% 

8% 

12% 

2% 

1% 

4% 

3% 

2% 

4% 

T=1,443 

The data shows a positive change recorded for each social and emotional disposition of skills element 

within the system as well as the ability to use Welsh. However, the greatest change is in the 

participants’ ability to interact. The changes are statistically significant in each case. 

Table 3.3: Average change for each element within the Demonstrating Success framework 

Review score 1 Review score 2 

(average) (average) 

% change 

Interaction 1.6 2.4 +50% 

Motivation and Active Participation 1.7 2.4 +43% 

Independence 1.8 2.3 +33% 

Respect for others 1.9 2.5 +27% 

Use of Welsh 1.7 2.4 +36% 

T=1,443 

The notes added to the database by staff to explain the change identified shows the following as the 

main effects observed: 



Table 3.4: Main things observed within each element of the Demonstrating Success framework 

What was observed 

(coded) 

Interaction Better communication, 

interaction and listening x 

357 

Development during the 

course x 205 

Motivation and Participates more x 446 

Active 

Development during the 

Participation 

course x 184 

Independence Works independently x 

190 

Takes responsibility x 147 

Respect for others Shows more respect x 221 

Better behaviour / 

empathy x 200 

Use of Welsh Confidence using Welsh x 

266 

Uses more Welsh 

Quotes 

 

 

 

 

 

“Has succeeded to overcome his problem 

of not listening, and is very positive that 

he has many good elements to 

communicate.” 

“XXXX is one of the quiet people who 

works in the background. The group gave 

her the responsibility of keeping control 

of what needed doing because she is a 

very organised person. She was happy to 

accept this responsibility and always 

participated.” 

“On the indoor climbing day we saw the 

best of XXX as he persevered and 

succeeded in accepting the responsibility 

of looking after others” 

“Showed more empathy by the second 

session and sympathised with others who 

found it hard.” 

“Welsh first language but no confidence 

when communicating in Welsh, especially 

in an English group. His confidence grew 

throughout the workshops.” 



4 Findings: staff and external 

stakeholders’ views of the benefit to 

participants 

Synopsis 

 

 

 

In the opinion of staff and external stakeholders, the most obvious impact of the scheme was 

developing the participants’ confidence. 

Staff and external stakeholders were of the opinion that the scheme had achieved each of the 

objectives of the scheme’s business plan. However, the most positive response was to the 

objective of icreasing the number of accredited experiences for Young people through the 

medium of Welsh. 

Staff members were asked about the benefit they had identified for each aspect of the 

Demonstrating Success framework. They were positive in each case, but the most obvious effect 

was ‘sees value participation’. 


This chapter looks at what staff and external stakeholders who were interviewed identified as the 

benefits and effects of the scheme for participants. It is based on responses by 28 Urdd staff members 

(15 staff on the scheme) to a questionnaire circulated at the end of 2012 and interviews with 23 

external stakeholders. 

4.2 Three words to describe how the young people have benefitted 

As part of the interviews with stakeholders and a staff review, the respondents were asked to use 

three words to describe how the young people, in their opinion, had benefitted from the support of 

Routes to the Summit. The Wordle diagrams on the following pages show the words used most 

often; 11 the larger the size of the word in the diagram, the most often that word is used by the 

respondents. 

The word used most often by staff and stakeholders was ‘confidence’ although external stakeholders 

put slightly more emphasis on the experiences the scheme offered to participants. Therefore, in the 

opinion of those interviewed, that was the scheme’s most obvious impact. 

11 http://www.wordle.net/ 



Staff 



External stakeholders 



4.3 Achieving the specific objectives of the scheme 

The Urdd staff and stakeholders were asked to assess how effective the scheme had been with 

regards to achieving the objectives identified in the Urdd’s original business plan. As the table below 

shows, the response was positive on the whole from both the external stakeholders and staff, which 

suggests that, from their point of view, it had achieved all of its objectives. However, the most 

obvious effect in both cases was increasing the number of accredited experiences for Young people 

through the medium of Welsh. 

The staff were more positive than the external stakeholders in each case apart from the effect on 

improving citizenship through local projects and volunteering. 

Table 4.1: Response to the question – to what extent, if at all, has Routes to the Summit achieved the 

following? Score out of 10 

Average 

Score - 

Staff 

Average 

Score - 

Stakeholders 

Increase the number of accredited experiences for Young people 

through the medium of Welsh. 

9.1 8.4 

Improve awareness of career opportunities through the medium of 

Welsh. 

8.0 7.4 

Develop local leaders through local projects and accredit skills 

developed in undertaking the projects. 

7.9 7.3 

Improve citizenship through local projects and volunteering 7.6 7.8 

Develop confidence in the economic value of using Welsh 7.7 7.4 

The staff survey went one step further by asking staff about the benefits they had noticed for 

regards each element of the Demonstrating Success framework. As the table below shows, the staff 

were positive about each element, although ‘sees value in participation’ was the most obvious effect 

to them. 



Table 4.2: Response to the question – To what extent have the young people benefitted from the 

project in the form stated below? Score up to 10 (Demonstrating Success categories) 

Effect 

Average score 

Sees value in participation 8.9 

Makes a positive contribution to an activity 8.8 

Demonstrates a willingness to take part 8.5 

General interaction 8.4 

Is individual 8.4 

Accepts others 8.4 

Level of use of Welsh 8.4 

Shows empathy 8.1 

Sees value in relationships 8.1 

Demonstrates resilience 8.0 

Manages risk and understands consequences 7.9 

Manages emotions 7.7 

Aware of rights and takes responsibility 7.7 

Listens to others 7.6 

Asks questions 7.5 

Uses body language appropriately 7.5 



5 Findings: review of scheme 

implementation 

Synopsis 

 

 

 

 

 

 

 

 

 

 

 

The strength of the scheme identified most often was the fact that it enabled the Urdd to extend 

the range of services it offers. The staff also identified the ability to work with young people 

over a period of time – thereby developing a relationship with them – as an important strength 

although the ability to do this ranged from region to region depending on the structure of the 

operation. 

The weakness most obviously identified was the paperwork involved with the project. However, 

this is to be expected in a project that uses European funding of this nature when a detailed 

auditing system is required. 

Generally, the feedback from external stakeholders about the scheme was very positive. 

The conclusion of the evaluation is that it was, on the whole, wise to vary the structure from 

region to region. However we must acknowledge the disadvantages of doing this, including the 

fact that it meant that the ability to target specific groups of young people (e.g. those at risk of 

becoming NEET), and to develop a relationship with participants and schools varied from region 

to region. 

Despite the variety, Routes to the Summit is a ‘national’ scheme, which is coordinated by a 

national organisation, the Urdd. This adds value to the project in many ways and the evaluation 

concludes that there is a strong case for developing this model in future. 

The staff and stakeholders were of the opinion that the scheme was not very effective in 

targeting young people who are NEET, but that it had been more effective in targeting those at 

risk of becoming NEET. 

The change to the scheme that was suggested most often by staff was that it should not 

concentrate on NEETs / those at risk of becoming NEET. Rather, the support should be available 

to all. Although we understand the logic of this argument, we believe it is logical to target 

NEETs/those at risk of becoming NEET in a scheme of this kind, as it is among this group that the 

benefit/effect is most obvious. 

Having said that, we believe there is a strong argument in favour of allowing everyone to take 

part in the activities held with the aim of integrating those who have been identified as being at 

risk of becoming NEET (or who are NEET) into these activities. 

It is obvious that the staff have a key role in implementing the scheme and that a skillset is 

needed that goes beyond youth work alone. For example, the staff’s ability to develop contacts 

with partners in their region (e.g. schools and council youth departments) has been crucial. 

The staff realised the importance of developing a close relationship with other organisations 

working with young people in their county. However, many factors have impeded the degree of 

cooperation, including Routes to the Summit’s administrative requirements and the need to 

target specific young people (i.e. NEETs and young people at risk of becoming NEET). 

Interviews with external stakeholders suggest that the scheme had begun to change some 

people’s perception of the Urdd and the activities the organisation offers/ promotes in a positive 

way. 




This chapter looks at the findings of the evaluation regarding how the Routes to the Summit scheme 

was implemented. It is based on input from Urdd staff (through focus groups and responses to a 

questionnaire in 2010 and 2012) and discussion with 23 external stakeholders who have been 

involved in the scheme, for example school headteachers and youth department staff who have 

been collaborating on the scheme. 

5.2 Main strengths and weaknesses of the Scheme 

The tables below identify the strengths and weaknesses of the Scheme as noted most frequently by 

Urdd staff as part of the field work undertaken in 2010 and then in 2012. 

Table 5.1: Strengths and weaknesses of the Scheme as identified by Urdd staff in 2010 and 2012 

2010 

Strengths 

The project is an opportunity to work 

intensely with young people. 

It offers accreditation for young people. 

The project extends the Urdd’s provision 

targeting young people who do not take part 

in the Urdd’s traditional activities. 

2012 

Strengths 

Extends the Urdd’s work x 13 

Works intensely with young people over 

long/specific periods x 10 

Wide variety of activities (through the 

medium of Welsh) x 8 

Develops young people’s confidence and 

skills in areas beyond the curriculum 

/different areas x 7 

Gives those less fortunate a chance / targets 

a wide range of young people x 6 

Weaknesses 

The objectives of the project have not been 

fully understood internally (among the rest 

of the Urdd staff) and externally (among 

possible partners). 

The project only works with small groups of 

young people. 

There is a lack of funds to carry out activities 

sometimes. 

Applying for local grants takes up project 

staff’s time. 

There is no consistency between the project 

staff members on a national level; 

It is a short-term project, which makes it 

difficult to have influence. 

Weaknesses 

Paper work/administration x 8 

Limited with regard to who you work with as 

the project proceeds / change in the scope 

of the project x 6 

Sometimes the aims and objectives of the 

project ar lost among the staff / not clear / 

targets change x 4 

The project is not sustainable / is coming to 

an end x 4 

Note: staff within and outside the project 



The strength identified most often was the fact that the scheme had enabled the Urdd to extend the 

range of activities available. Staff also noted the ability to work with young people over a period of 

time – therefore developing a relationship with them – as an important strength, although the ability 

to do this varied from region to region depending on the structure in place. For example, there was 

more opportunity to work intensely and develop a relationship with young people in RCT where the 

project officers were located in one school compared to Ceredigion or north Wales where the 

officers divided their time between many schools. 

Clearly, Routes to the Summit has increased the Urdd’s resources. The Urdd had already benefitted 

from the work of 21 development staff across Wales’ Convergence areas (including 12 Development 

Officers, 3 Youth Officers and 6 Sports Officers) and the project has anabled the organisation to 

focus its provision. For example, in many areas the development staff can concentrate on the junior 

group (under 11 years old) while Routes to the Summit staff can concentrate on working with groups 

aged 11 – 19. 

The weakness most often identified was the paperwork involved with the project. From the author’s 

point of view, this is not uncommon in a project whish uses European funding of this nature where a 

detailed auditing and monitoring system is required. Despite this, it is an example of how paper 

work can be frustrating for staff, especially if they do not have extensive previous experience of 

working on a project with European funding. 

The comments regarding being ‘limited’ as regards whom the scheme could work with and ‘change 

in the scope of the project’ stemmed from administrative matters. Particularly, the scheme had to 

increase its focus to work with participants not in education, employment or training (NEET) 

following a mid term report on the Reaching the Heights group of projects. This was not a focus for 

the scheme during the planning phase and it is obvious that some members of staff did not 

understand the need for change (or agree with it). This is discussed further below. 

In general, feedback from external stakeholders regarding the scheme was very positive with 

everyone who was asked in 2012 keen to see the project continue somehow or other. The table 

below lists the strengths and weaknesses that were identified. 

Table 5.2: Strenghts and weaknesses of the Scheme as noted by external stakeholders (2012) 

Strengths 

That the project existed / Urdd staff 

The opportunity for young people to use 

Welsh 

The fact that the project gave opportunities 

to young prople who would not traditionally 

be engaged with the Urdd (see below) 

That taking part in the project gave young 

people confidence 

Financial aid – i.e. enabling young people to 

take part in activities that they could not 

otherwise afford. 

Weaknesses 

Not enough provision / not enough staff 

Staff turnover 

The fact that activities / the project was for 

too short a period – there needs to be more 

continuity to the work 



It is important to acknowledge that the contact with those stakeholders interviewd varied 

significantly from region to region – from “not much” in Conwy to "intense" in Rhondda Cynon Taff. 

This again reflects the difference with regards the way the project was implemented from region to 

region, and that too has influenced the opinion of the project stakeholders. 

5.3 Operational structure of the scheme 

5.3.1 The scheme varies from region to region 

One of the most characteristic strengths of the scheme is that a different structure (or model as 

some refer to it) was used in the different regions. As already noted, the reason for this is that the 

Urdd was very keen to ensure the scheme would add value and complement what already existed in 

the region as well as depending on the match funding available in the region. The clearest example 

of this is that the project had so much more presence (i.e. more staff) in Rhondda Cynon Taff 

because the Council in that region had decided to provide a substantial amount of money as match 

funding for the project. 

The conclusion of the evaluation is that varying the structure from region to region was, overall, a 

good thing. However, the advantages and disadvantages of this need to be realised, mainly: 

 

 

Advantages: (1) the flexibility helps to ensure that the project avoids duplication and 

complements what is already available; (2) the need varies from region to region. 

Disadvantages: variety in the scheme’s ability (1) to target specific young people (i.e. those at 

risk of becoming NEET) and (2) to develop a relationship with the participants or with schools. 

5.3.2 A national scheme 

Despite the variations noted above, another characteristic strength of Routes to the Summit is that it 

is a ‘national’ project coordinated by a national organisation, the Urdd. This adds value to the project 

in many ways: 

 

 

 

 

 

One contact point for the Welsh Government and other organisations rather than many contacts 

throughout Wales; 

One monitoring and finance process for the Welsh Government rather than many throughout 

Wales (no duplicating); 

Developing and sharing one consistent set of material among staff throughout Wales; 

Tha ability to coordinate activities across many regions; and 

The ability to share expertise among a national team 

There is also a strong training ethos at the Urdd and this has been crucial in implementing the 

scheme, by, for instance focussing on the officers immediately after the recruitment phase and then 

developing staff throughout the scheme. This included: 

 

 

 

 

 

a three day period to familiarise officers with the project/organisation; 

‘training the trainer’ sessions; 

Open College Network assessment training; 

John Muir training in how to hold events; 

Induction Course; 



Youth Work Level 3 Certificate; 

Preparing to teach in the Lifelong Learning sector (PTTLLS) City and Guilds 7303; 

Open Wales units assesment; 

“motivational questionning” training; 

dealing with challenging behaviour; 

food hygiene; 

First Aid; and 

Training in Safeguarding Children. 

Also, many members of staff have received specialist training according to personal requirements. 

The conclusion of the evaluation is that there is a strong argument for duplicating this model in 

future although it is important to ensure that the structure is flexible enough to consider the needs 

of different regions, in the way that this scheme did. 

5.4 Targeting specific participants: NEETs and those at risk of 

becoming NEET 

As noted already, although not part of the planning phase of the Routes to the Summit scheme, the 

need arose to work with participants who were not in education, employment or training (NEET) 

was developed as a requirement of provision following a mid term report on Reaching the Heights 

which was critical of those projects’ ability to fulfil this. In response to directions from the Welsh 

Government regarding this matter, the Urdd prepared a paper explaining how its Routes to the 

Summit project would respond to the new requirements. This paper stresses the fact that targeting 

these individuals was not part of the original business plan approved by the Government, and it is 

important to acknowledge that here; when the original scheme was designed there was no need to 

target Neets or those at risk of becoming NEET. 

The conclusion of that paper therefore was that the scheme could satisfy this new need by 

collaborating with others who would identify young people in the target group ‘on behalf of’ the 

scheme. But the paper acknowledges that the efficiency of this method depends on the reports 

available in the different regions, and the findings of the evaluation confirm that. 

Staff and stakeholders are of the opinion that the scheme was not very effective in targeting young 

people who are NEET, but that it had been more effective in targeting those at risk of becoming 

NEET. This corresponds to analysis of the scheme’s monitoring information previously discussed, as 

that shows that there was only a small amount of NEETs in the scheme. 

Table 5.3: Staff and external stakeholders’ response to the question: How effective has the project 

been in targeting the following groups? Score out of 10. 

Average score 

Staff Stakeholders 

Young people who are ‘NEET’ 4.3 3.4 

Young people at risk / in obvious dangerof becoming ‘NEET’ 8.7 7.6 



The explanation received tor the lower score for targeting young people who were NEET was that 

this was not the focus of the project and / or that this was not a substantial need in the region where 

the respondent worked. The feedback was much more positive concerning targeting those at risk of 

becoming NEET. The main reasons for this were: 

 

 

The scheme staff members’ ability / experience to be able to see a risk/ danger; and 

The fact that staff (in some regions) were located in a school and therefore able to work with 

teachers and school staff to identify young people most obviously at riskl. 

As is obvious above, the scheme’s ability to target individuals at risk depended largely on the 

resources available in the region. For example, when a staff member worked with one school, it was 

easier to identify and target those at risk than when a staff member was serving five different 

schools. 

These are the comments received by staff to explain the scores: 

 

 

 

 

 

 

 

 

“Difficult to find young people who are totally NEET, as I am established in a school.” 

“Much easier for me to target those at risk of becoming NEET as I could work with the pupils’ 

heads of year.” 

“So many organisations work with NEET it is very difficult to get hold of them in some regions.” 

“There aren’t many young people who are NEET in the county and many other agencies already 

work with them” (“agencies fighting over the same young people”) 

“I think maybe there was more scope to do more work with NEETs but unfortunately they were 

not Welsh speakers.” 

“Routes to the Summit should be for EVERYONE.” 

“Feedback from many pupils who were at risk of becoming NEET states that this project has been 

a great help in keeping them in education.” 

“Working with NEETs could be very difficult at times because of some young people who are 

NEET’s commitment to activities.” 

A point raised in the focus groups with staff was, because of the focus on young people at risk of 

becoming NEET, there was a danger that the project might be perceived as ‘rewarding bad 

behaviour’. There was concern also that young people would refuse to participate in the project if 

they believed that they would be labelled NEET as a result. 

The most effective way of targeting the young people according to the staff is to: 

Go to schools / use information from schools / Heads of Year x 8 

Collaborate with other youth organisations / services in the region x 6 

This highlights the importance of developing a relationship with organisations and movements 

working in the region. Again, the model used in the different regions obviously influenced the ability 

of staff to nurture such relationships. Staff had mixed opinions on how effective collaboration with 

local projects had been. 



5.5 Adding value 

Although the situation differs from region to region, many ways were identified in which the scheme 

has added value to the support already available to young people from other sources: 

 

 

 

Through promoting the Welsh language and creating opportunities for young people through 

the medium of Welsh (having said this, there were some areas where the project worked with 

young people mainly through the medium of English rather than not work with the young 

people at all – Conwy); 

Financially: without the project schools and other organisations would not have the funds for 

the activities whch have been provided by Routes to the Summit; and 

Routes to the Summit’s ability to provide a ‘continuous contact’ with the young people. 

It is interesting to note that the last point is the opposite to what some identified as being a 

weakness in the project: namely that the support of the project was available for too brief a period. 

This also highlights the difference in provision between counties. Indeed, it was the schools where 

officers were located that tended to identify the element of continuous contact as being one of the 

strengths of the project. 

It was not easy for stakeholders to say what would be lost or what the gap in provision would be 

when / if the project ends. However, the main points were: 

 

 

 

Funding for activities 

Providing experiences and opportunities for young people 

Activities through the medium of Welsh 

Generally, each region identifed a ‘gap’ according to the support they had received. For example, 

schools noted that there would be a gap in the ability to provide support through the medium of 

Wlesh to young people with special needs, whilst others concentrated on losing activities in general. 

Conwy was the only region not to identify any gap. The opinion here was that the Urdd’s activities 

duplicated other activities. 

5.6 Collaborating with other organisations 

As part of the staff evaluation in 2010 and 2012, staff members were asked to measure how 

effective their relationship was with external organisations. 

Table 5.4: Staff response to the question: How effective is the collaboration between our project and 

local projects? 

2010 

Very ineffective Ineffective Moderate Effective Very Effective 

0 0 4 (50%) 3 (38%) 1 (12%) 

T=8 (scheme staff only) 

2012 

Very ineffective Ineffective Moderate Effective Very Effective 

0 0 5 (33%) 6 (40%) 4 (27%) 

T=15 (scheme staff only) 



As seen above, no member of staff believed that the relationship was ineffective in 2010 or in 2012. 

But the response seemed more positive in 2012 than in 2010 although it must be noted that more 

responses were received in 2012. 

According to the staff, the project has collaborated with a wide range of other organisations, mainly: 

Local Councils / Youth Services x 14 

Menter Iaith x 9 

Schools x 5 

And, in the opinion of the staff, this collaboration has added value to the project in many ways, 

mainly: 

Sharing resources / sharing time / extra funding x 5 

Providing the young people with a richer / broader / more varied experience x 4 

More variety with regards to expertise x 3 

However, many factors have hindered the degree of collaboration, mainly: 

The ability to record the people/ targets / nature of the project x 8 

Money / funding x 6 

Needs of young people x 6 

The following are examples of the comments made: 

 

 

“Sometimes I feel that there is value in sharing other officers’ expertise and learning from one 

another as we run sessions together. There was definite value to the collaboration starting work 

in a new region.” 

“Now that the project is established there are many more opportunities for collaboration within 

the counties and schools as they see the value of the project and see the difference the project 

has made to the young people.” 

5.7 The role of staff and retaining the team for the future 

It is obvious that the staff members play a key role in the success of the scheme and that a skillset is 

needed that goes beyond youth work only. For example, the staff’s ability to develop contacts with 

partners in the region (e.e. schools and council youth departments) has been crucial. Furthermore, 

it is obvious that the staff members themselves have developed substantially during their time on 

the project. 

This raises a number of points. Firstly, it is an important lesson for any similar project being 

developed (namely that the saff ar more than simply ‘youth workers’) and this needs to be 

considered when recruiting. Secondly, and maybe most importantly tor the Urdd and the Welsh 

Government, it emphasises how important, if possible, it is to retain the team that has been 

developed by the Urdd for the future. Given that there will be a follow up of some kind to Reaching 

the Summit, recreating the team would take time and, importantly, it could be argued that 

recreating the team would be an ineffective use of scarce resources. An investment has been made 

in developing the Urdd team and there is a strong argument for ensuring that this team is retained 

rather than ‘starting over’ at some point in the future when, for example, there is more certainty 

with regard to funding sources from European funds. 



5.8 Changing people’s perception of the Urdd 

“I think the other strength is that they work with not only the ‘middle class’ Welsh that is 

typical in the Urdd, the singers and dancers etc, but they also bring people from backgrounds 

that would not normally engage with the Urdd.” 

This comment was made by one of the stakeholders interviewed and is an example of many similar 

comments made which suggest that some people have a specific perception of the Urdd and that 

this scheme has started to change that perception. Discussions wth staff have highlighted that this is 

an important output for the Urdd and so it is noted here. 

As discussed above, the Routes to the Summit scheme has enabled the Urdd to increase the 

resources provided to work with young people substantially. It has also enabled the Urdd to extend 

the activities held in those regions where less young people speak Welsh and feedback states that 

this has been important to the Urdd as an organisation. The challenge for the Urdd is to be able to 

maintain the structure and additional service developed through the Routes to the Summit scheme 

in the future. 

5.9 Looking to the future 

Looking to the future Urdd staff could see many opportunities for the project should it continue. 

The most obvious of these, of course, was the opportunity to continue to provide the support and 

opportunities for more young people. However, many new ideas for changes or developments to 

the scheme were identified as shown below: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Open air outreach programme 

Community volunteers programme 

Mountain Leaders courses 

Music and theatre work (leading, training, directing) 

Opportunity to improve standard of Welsh with ‘at risk’ groups or NEETs 

Arts officer in each county 

More intense work, offering accreditations 

Develop work in schools 

Develop work with true NEETs 

More one to one work with some individuals 

Increase the number of youth officers and open air outreach expertise 

Accreditation opportunities 

More experiences outside the school / world of work 

Opportunities to gain more experience, meet new people and broaden horizons. 

Many of these ideas correspond with what is stated in the document ‘Forwards to 100…’ published 

by the Urdd in January 2012. This document sets out the Urdd’s vision for the next 10 years 

including youth officers in each region 12 . 

12 http://www.urdd.org/dogfennau/pdf/2012/ionawr/16-20/Ymlaen_ir_100.pdf 



The change to the scheme suggested by the majority of staff was that the project should not focus 

on NEETs. The support should be available to everyone. Although we understand the logic for this 

argument, we also believe there is a strong case for targeting NEETs / those at risk of becoming NEET 

in a scheme of this kind, especially as it is among this group that the benefit/effect will be most 

obvious. Having said that, we believe are clear arguments in favour of letting everyone take part in 

the activities held, with the aim of integrating those identified as being at risk of becoming NEET (or 

who are NEETs). The group at risk of becoming NEET should not be isolated by holding activities 

specifically for them and we believe that this is the staff’s main argument. 

Looking to the future, the opinion of the majority of the external stakeholders interviewed was that 

the project should continue, but with more resources. Other opportunities identified include: 

 

 

More cooperation 

More follow-up work – further support for young people after they have left the project. 

Importantly, the majority of stakeholders would not make any basic changes to the project. The 

only points noted by some were: 

 

 

 

To work with young people more than once; 

To include other groups rather than NEETs only; and 

To work with some that did not speak Welsh 



6 Conclusion and recommendations 


This last chapter ends this report by discussing the main findings and the conclusion of the 

evaluation and the recommendations made based on those. 

6.2 Conclusion 

The Urdd’s Routes to the Summit has used £4.2m to engage and support over 5,500 contributors 

across the Convergence region in Wales over a period of four years. On average, this works out to 

be a cost of approximately £740 for each participant. Evidence shows that a high percentage of 

these participants have benefitted from the experience, including: 

Data collected from the questionnaire distributed to participants as their time on the project 

came to an end (1,182 responses) which shows that the vast majority (75%) believe that 

participation has been of some benefit to them (although the nature of that benefit is unclear); 

Data for 1,443 participants in the scheme’s Demonstrating Success database, which shows a 

positive change recorded on average for each of the framework’s Elements of Social and 

Emotional Disposition of Skills. 

Case studies for individuals taking part in the scheme 13 . 

The opinion of staff and stakeholders corresponds with the above, but the most obvious effect for 

them was the increase in confidence amongst the participants. 

Staff and external stakeholders were also of the opinion that the scheme had achieved each of the 

objectives in the business plan and, although more evidence would be beneficial, we, the evaluators 

share that opinion. 

Staff and stakeholders were most positive about the aim to increase the number of accredited 

experiences through the medium of Welsh for young people, an objective that is obviously 

important from the Urdd’s perspective. Data shows that a very high percentage of participants can 

understand (94%), speak (90%), read (90%) and write (90%) in Welsh and, although this is to be 

expected, it is interesting that 58% have chosen English as the language of choice for 

correspondence. This suggests that the scheme has engaged with young people who can speak 

Welsh but who choose not to use it on a daily basis. This also has an important bearing on the 

scheme’s ability to help deliver the Urdd’s objectives. Interviews with external stakeholder suggest 

that the scheme has started to change some people’s perception of the Urdd and the activities the 

organisation offers/promotes in a positive way. 

The evidence discussed in this report shows that Routes to the Summit has succeeded in achieving a 

range of different outcomes and we believe this is very important. Specifically, the scheme 

succeeded to combine outputs such as gaining new / different qualifications with positive outcomes 

related to the use of Welsh. At a time when there is less funding available, the ability to achieve a 

range of positive outcomes (as well as more than one Welsh Government priority) through one 

scheme increases the importance of that scheme. 




However, data also shows that the scheme achieved less that anticipated for the vast majority of the 

indicators used to monitor the scheme, including the number of participants. This suggests that 

those targets were too optimistic in the first place and should have been reconsidered during the 

term of the scheme. 

Although the scheme was operational across the Convergence region, it was acknowledged that 

each region is different; therefore, the model for providing the project was different in some 

regions. Provision was also influenced by the match funding available in the specific regions along 

with the demand for Welsh language provision. The clearest example of this is four officers working 

in the Rhondda Cynon Taff area because the Local Authority was able to provide match funding, 

compared to one officer in every other area. 

This has affected the scheme in many ways, including: 

 

 

Different provision in different regions; therefore 

The impact of the scheme (e.g. number of participants and positive outputs) varies from area to 

area. 

Having said that, the evaluation concludes that varying the structure from region to region is a good 

thing by and large. However the disadvantages of varying the structure also need to be 

acknowledged, including the fact that it means that the scheme’s ability to target groups of specific 

young people (e.g. those at risk of becoming NEET) varies from region to region. 

Staff and stakeholders were of the opinion that the scheme was not very effective in targeting young 

people who are NEET, but rather it had been more effective in targeting those at risk of becoming 

NEET. This corresponds with the analysis of scheme monitoring information, which showed that 

there was only a small amount of NEETs on the scheme. However, the ability to target also varied 

from region to region depending on the structure and facilities available. For example, it was much 

easier to work with schools to identify young people at risk of becoming NEET if a member of staff 

worked with one school in the region rather than five schools in a region. 

Having said that it is important to remember that targeting this group of young people was not a 

priority when the Routes to the Summit scheme was originally designed; this was added to the 

scheme following a mid term report for the Welsh Government on the project as a whole. It is 

therefore difficult to be critical of the Urdd’s scheme in this respect. 

The change to the scheme that was most often suggested by staff was that it shouldn’t focus on 

NEETs /those at risk of becoming NEET. The support should be available to everyone. Although we 

understand this argument, we believe there is a good reason for targeting NEETs / those at risk of 

becoming NEET in a scheme such as this one as it is among this group that the benefit will be most 

obvious. Having said that, we believe there is a clear argument in favour of letting everyone 

participate in the activities held with the intention of integrating those who have been identified as 

being at risk of becoming NEET (or who are NEET) into these activities rather than continue to isolate 

this specific group. 

Although it varies, Routes to the Summit is still a ‘national’ scheme which is coordinated by a 

national organisation, the Urdd. This adds value to the project in many ways and the conclusion of 

this evaluation is that there is a strong case for developing this model in the future. Ond of the most 

obvious ways that it adds value is in its ability to train staff all over Wales to the same level and to 

share expertise and experiences within the team. 



It is clear from the evaluation that the staff of the scheme have a key role in its implementation and 

that a skillset is needed that goes beyond youth work only. For example, the staff’s ability to 

develop contacts with partners in the region (e.g. schools and council youth departments) has been 

crucial. As discussed in the report, many points arise from this. The need for a skillset that is 

broader than ‘youth work’ only is an important lesson which needs to be considered when planning 

any project in future. But, more importantly maybe, it stresses how important it is, if possible, to 

retain the team that has been developed by the Urdd for the future. Assuming there will be some 

follow-up to the Reaching the Summit projects, recreating the team would take time and, more 

importantly, it would be an inefficient use of scarce resources. An investment has been made in the 

Urdd team and there is a strong argument in favour of retaining this team rather than ‘starting over’ 

at some point in the future when, for example, there is more certainty with regards sources of 

funding from European funds. 

6.3 Recommendations 

1. If the finance is available, the Urdd’s Routes to the Summit scheme should continue. However, a 

review should be conducted in each county in collaboration with the key stakeholders to 

develop the detailed plan for the next stage in each region. Discussions should also be held on 

how to ensure better consistency in the service available in each region although finance will 

obviously play an important part in this respect. 

2. No future scheme should be solely for young people NEET or those at risk of becoming NEET; the 

activities provided should be open to all. However, there should be a focus on ensuring that 

young people NEET, or at risk of becoming NEET, take part in the activities. This could be done, 

for example, by working with schools to identify those who are at risk and working with them 

and encouraging them to take part 



Appendix 1: An Introduction to Urdd 

Gobaith Cymru 

In an edition of ‘Cymru’r Plant’ in 1922 Sir Ifan ab Owen Edwards said, ‘In many villages and in 

nearly all the towns of Wales, the children now play in English, read English-language books and 

forget that they are Welsh.’ It was for these reasons that Urdd Gobaith Cymru was established. 

The aim of Urdd Gobaith Cymru is to ensure opportunity, through the medium of Welsh, for all the 

young people of Wales to develop into whole individuals; and enable them to play a constructive 

part in society, nurturing personal and social skills. 

The Urdd has 50,000 members who take part in all kinds of activities. Our aim through all our 

activities is to bring the Welsh language to life for children and young people in Wales and secure 

the continuation of Welsh as a flourishing language. 

Young people and community 

Our development officers are the link between the Urdd’s volunteers and our members in branches 

and schools on a local and national level. We have 17 regions in Wales. 

Our community activities include Eisteddfodau, sport, trips to centres, day and residential trips, and 

divisions and adrannau and aelwydydd. 

Residential Centres 

The Urdd has three main centres at Llangrannog, Glan-llyn and Cardiff. These offer social, cultural, 

open air and adventure opportunities without equal. 40,000 stay in the Urdd centres every year. 

Sport 

We place particular emphasis on sport as children and young people wish to receive sports provision 

through the medium of Welsh outside the school. 40,000 already take part in our sports 

competitions every year. 

Eisteddfod 

With 35,000 members competing in the district and county Eisteddfodau, and 90,000 visiting the 

field, Eisteddfod yr Urdd is an important cultural festival for children and young people. 

Communication 

With 28,000 children and young people reading our magazines each month, our three magazines are 

holding their own well. Communication methods are changing and developing rapidly, with children 

and young people leading the way. 



FACTS ABOUT THE URDD 

 

 

 

 

 

 

 

 

 

50,000 members 

10,000 volunteers 

265 staff and a financial turnover of £8.7m / almost £170,000 a week 

54% of 10 year olds who speak Welsh are members 

28,000 read the magazines each month 

500 go on foreign trips to France, Italy, Spain and Patagonia 

90,000 visitors to the Eisteddfod 

35,000 compete in district and county Eisteddfodau 

40,000 participate in sports competitions 



Appendix 2: Other schemes of the 

Reaching the Heights group of projects 

Schemes in the First Footing project 

A project working with some of the most underprivileged young people in Wales to help to 

overcome some of the barriers they face. 

Joint sponsor 

organisation 

Arts Council 

of Wales 

Children in 

Wales 

Activity / Activity cluster Target group Where activities are 

being delivered 

1 Targeted programme of 

At risk and NEET All local authorities 

participatory arts activities young people in the Convergence 

including dance, music, drama / age 14-19 area 

theatre, visual arts, digital arts, 

film and media, creative writing 

2 Training programmes for 

professionals working in a variety 

of youth contexts 

3 Together 4 Rights: Developing and 

piloting of models to facilitate the 

participation of disabled young 

people in decision-making and 

governance. Also training of young 

people to become disability 

awareness trainers among nondisabled 

people 

Professionals 

that work with 

young people 

Young disabled 

people ages 11- 

19 

All local authorities 

in the Convergence 

area 



area 

Nature of activity 

Participation in 

positive activity 

Engagement of 

NEET / at risk 

Training for 

professionals 



Participation of 

young people in 

decision making 

and governance 

Training for young 

people to be 

trainers 

4 Youth Experts: A range of three 

different activities designed to 

support young people to 

participate in formal decision 

making and governance 

5 Participation Workers’ Network 

for Wales: Providing web-based 

support to practitioners to 

improve and develop their skills in 

supporting young people’s 

participation 

6 Training programmes for 

professionals: Face to face 

support on specific issues such as 

supporting disabled young 

people; engaging with NEETs. 10- 

15 one and two day courses. 

Young Carers, 

Schools, NEET 

young people 



young people 



young people 



area 









- Training for 




area 





Training for 










Joint sponsor 

organisation 



Funky Dragon 7 Active Citizenships workshops Young people at All local authorities 

(delivered as accredited and nonaccredited 

risk of becoming in the Convergence 

learning). Links into NEET aged 11-19 area 

the mainstream Personal, Social, in school 

Health and Economic (PSHE) settings, youth 

curriculum. Workshops cover clubs, youth 

topics in relation to the United organisations, 

Nations Conventions on the youth justice 

Rights of a child (UNCRC), 

provision and 

participation, equality and training 

diversity, and include a range of providers 

creative activities such as 

filmmaking, music and T-shirt 

printing. 

8 Work placements – Work 

Young people Swansea 

placement opportunities for aged 16-18 who 

young people at Funky Dragon’s are NEET or at 

office in Swansea in the admin risk of becoming 

and web development teams. NEET 

These are for up to three month 

duration 

9 Training for young people in 

school councils – intensive 

support to develop facilitation 

and consultation skills 

10 Active Citizenship training for 

NEET young people, covering 

democracy, citizenship, rights and 

responsibilities and skills-based 

learning 

11 Development of resources for 

professionals to encourage 

further study of participant and 

active citizenship 

Development of accredited 

training units about participation 

for organisations working with 

disadvantaged young people 

12 Work closely with groups of 

young people to enable them to 

deliver training to professionals 

and other young people (peer 

education) in their area about 

participation of young people 

13 Developing resources: Provide 

downloadable PSHE materials on 

the Funky Dragon website 

14 Promote opportunities to 

participate at a national level on 

the Funky Dragon Grand Council 

for hard to reach groups that are 

currently under-represented 






Work based 

learning 

Engaging NEET / at 

risk 

Young people Unknown Participation of 




NEET young 

people 



young people 

Young people 

(specific details 

unknown) 



young people 

Unknown 

Unknown 

Unknown 

Not applicable 





Engaging NEET / at 

risk 

Training for 


Resources for 








trainers 





Resources for 








Joint sponsor 

organisation 

Save 

Children 

the 



15 Developing local authority youth Local authority Unknown 

forums 

youth forums 

Deliver accredited training to 

youth forums 

Work with local authority forums 

to develop a Wales wide agenda 

to focus on Link organisations and 

young people to local youth 

forums and work with them to 

highlight best practice and 

increase participation 

16 Research on participation: ‘Our 

Rights, Our Story’. A group of 8 

young people working on a 

project to find out how well 

young people are able to access 

their rights 

17 Funky Dragon supports the Grand 

Council Members in their roles and 

in meetings with Ministers and 

Ministerial Advisory Groups 

18 Making a Change. Young people 

are supported to identify a local 

issue they want to address: they 

collect views from other young 

people; have a small budget to 

implement activities and present 

their project to local decision 

makers. Approximately 40 hours of 

contact time per young person 

19 Two researchers projects: one 

exploring the experiences of 11-14 

year olds living in poverty and the 

other led by 25 16-18 year olds 

who have been trained to be peer 

researchers 

20 Making a Change environmental 

project. Delivered in the same 

format as the main Making a 

Change activity but with a focus on 

environmental issues 

21 Work with young people in contact 

with the criminal justice system 

22 Supporting organisations to 

achieve the National Participation 

Standards 

Young people 

who are NEET or 

at risk of 

becoming NEET 

Young people 

ages 11-19 

11-13 year old 

young people at 

risk of becoming 

NEET 


NEET young 

people 


young people 


young people at 


NEET 


NEET young 

people 

Young people in 

contact with the 

criminal justice 

system 

Unknown 

Across the 

Convergence area 



Unknown 

Unknown 








Research 













Research 


people 







Providers Unknown Training for 








Joint sponsor 

organisation 

Activity / Activity cluster Target group Where activities 

are being delivered 

23 Animation project: groups of Young people Unknown 

young people with autism 

with autism 

decided on a topic for the 

animation (the challenges young 

people with autism face in having 

their views heard) and then 

directed its content. The 

animation was launched in a 

cinema by an ex-BBC newsreader. 

24 Four workshops to young people Young people 

about the National Participation aged 11-19 

Standards 

25 Development of a booklet for 

young people starting a court 

order to support them to 

understand the process 

26 Young inspector teams. The 

participation coordinator in each 

LA delivers training to young 

people who are members of the 

local authority youth forum to 

enable them to go and inspect 

different youth and education 

settings to assess whether they 

comply with the National 

Participation Standards. On-going 

support is provided. Each local 

authority bids for a small fund 

(£2.5k) 


contact with the 


system 

Young people 








young people 

Unknown Participation of 




Not applicable Information, 

advice and 

guidance 

11 local authorities 


area 







trainers 

27 Workshop with teenage parents Teenage parents Unknown Participation of 




28 Development of a self-assessment Providers Not applicable Participation of 

website for organisations to 


assess whether they comply with 


the National Participation 


Standards 

Resources for 


29 ‘Young People Say’ is a training 

programme for young people to 

empower them to deliver training 

sessions to organisations about 

improving participation of young 

people 

Training for 








trainers 

Engaging of NEET 

/ at risk 



Joint sponsor 

organisation 


are being 

delivered 

30 Development of a model of good GRT, BME, young Unknown 

practice for increasing the 

disabled people 

inclusion of four disadvantaged and young people 

groups; Gipsy, Romany and in the youth justice 

Traveller (GRT) young people, system 

Black & Minority Ethnic (BME) 

young disabled people and young 

people in the youth justice system 






31 Work experience placements Unknown Unknown Work-based 

learning 

32 Youth forums and youth panels Unknown Unknown Participation of 




33 Development of a good practice 

guide for children and young 

people’s participation for use by 

practitioners 

Professionals that 

work with young 

people 






Resources for 


DFES, Welsh 

Government 

34 Development of an impact 

assessment toolkit 

35 Development of training module 

at Level 3 and 4 for Learning 

Coaches working with NEET 

young people and those at risk of 

being so 

36 11-13 Learning Coach Pilot 11-13 year olds at 


NEET 

37 Support for Learners with 

Additional Needs – employment 

of transition key workers in 

participating local authorities 

38 Research about the lack of 

inclusion and representation in 

present provision and practices 

for pupil participation 

39 Keeping in Touch: Consultation 

and research to inform the 

development of national 

approaches to keeping in touch 

with young people (aged 11-25) 

who are or are likely to become 

NEET 

Training for 


Save the Children Not applicable Developing 

capacity to 

evidence 

outcomes 

Learning coaches N/a resource Training for 

(professionals made available to professionals 

working with young all local 

people) 

authorities Engagement of 


14-19 year olds 

with additional 

learning needs 

5 pilot high 

schools: Cardiff 

(non ESF), 

Anglesey, 

Pembrokeshire, 

RCT and Gwynedd 

All local 

authorities in the 


Transition (to 

secondary school) 

Attendance and 

achievement 


NEET / a risk 


childhood) 

Support to those 

with additional 

learning needs 

Not applicable Not applicable Research 

Stakeholders and 

provider 

organisations 

Across 


Tracking / follow 

up of NEET young 

people 



Joint sponsor 

organisation 

Activity / Activity cluster Target group Where activities Nature of activity 

are being 

delivered 

40 Undertaking research to assess 

the impact of increased 

participation 

Not applicable Not applicable Participation of 




41 Two training programmes for 

young people to take part in 

Welsh Government consultation 

and decision making 

42 Training for professionals in 

relation to participation: 

Training for teachers working 

with hard to reach groups; 

Training for other professionals 

Raising awareness about 

participation in all educational 

settings; 

Development of practitioner 

networks to share good practice; 

Holding best practice 

conferences at a European level 

Work with schools to develop 

participation activity links to 

National Standards 

43 Consultation with young people 

in the drafting, development and 

production of guidance on pupil 

participation in Wales 

44 Raising awareness about 

participation among decision 

makers 

45 Development of lesson plans and 

resources to support the 

teaching of the UNCRC element 

of the new PSE framework in 

order to promote and raise 

awareness of the UNCRC and 

address low levels of awareness 

amongst children and young 

people in and out of school 

settings 

46 Development of a style guide for 

Welsh Government officials to 

support them when making 

policies and providing 

information to young people 

Research 

Unknown Unknown Participation of 





people 

Teachers and other Unknown 

Training for 



working with young 

people 





Unknown Unknown Participation of 




Decision makers Unknown Training for 






Teachers Unknown Training for 


Welsh Government 

policy makers 






Training for 








Joint sponsor 

organisation 


are being delivered 

47 Consultation with young people Young people with Unknown 

with additional learning needs additional learning 

and the professionals that needs 

support them about guidance 

and resources required to 

support improved involvement in 

decision-making. Development of 

resources 

48 Development of a pupil 

participation website for special 

schools 

49 Development, hosting and 

maintenance of a bilingual pupil 

participation website for 3-25 

year olds 

50 Evaluation of each local authority 

participation strategy against the 

requirements within the local 

participation strategy guidance 

51 Information and training for 

professionals about early 

intervention: resources for 

practitioners to support early 

identification and intervention; 

training in engagement methods 

for practitioners 

52 Support in to Education and 

Learning (youth justice) Intensive 

support packages; Supporting 

young people to access speech 

and language therapy 

Assessment of individual learning 

styles and support into ETE 

opportunities that support this 

Specialist support on basic skills, 

literacy, numeracy and provision 

of accredited learning 

53 Development of training for 

professionals about providing 

support to young people with 

Additional Learning Needs, with a 

focus on developing emotional 

intelligence 


special schools 

11-19 year olds in 





Consultation 

Resources for 










Not applicable Not applicable Research and 

evaluation 



people 


the criminal justice 

system aged 11-19 


working with 

young people with 

ALN in the criminal 

justice system 

Unknown 

12 local 

authorities 

Unknown 

Training for 


Resources for 




Early intervention 

Support for young 

people in the 


system 

Intensive support 

for re-engagement 

Basic skills 




system 



54 Training sessions on participation 

and its benefits to young people 

in Wales, including a focus on the 

UNCRC and the National 

Participation Standards 

Young people aged 

11-19 

Across 


Training for 








Joint sponsor 

organisation 


are being 

delivered 

55 Identify Welsh Black and Minority Welsh BME young Unknown 

Ethnic (BME) young people in people in contact 

contact with the criminal justice with the criminal 

system and provide community justice system, 14- 

based support involving local 19 

cultural organisation 

56 Training to practitioners to 

support them to recognise 

speech, language and 

communication difficulties 

experienced by young people in 

the criminal justice system 

Staff in Youth 

Offending Teams 

(YOT) 

All local 

authorities in the 






system 






system 

Training for 


57 Three research projects about 

young people in the youth justice 

system in relation to learning 

styles assessment; gender 

sensitive approaches; and 

supporting young BME people 

58 Develop gender sensitive 

responses to young women in 

custody and in the community 

Effectively identify 

needs 

Not applicable Not applicable Support for young 



system 

Young women in 

the criminal 

justice system 

Unknown 

Research 




system 


or re-engagement 



Schemes within the Routes to the Summit project 

A project to raise the skills and aspirations of young people so that they can make better progress in 

education and training and move more easily into work or higher education. 

Joint sponsor 

organisation 

Community 

Music Wales 

Activity Target group Where activities 

are being 

delivered 

1 One to one mentoring Young people who 

are NEET or at risk 

of being NEET, 

aged 11-19 

2 Group work – open access 

participatory music workshops 

Snap 3 Provision of bespoke support to 

young people who are or are at 

risk of being excluded from school 

and their families, particularly 

through periods of transition. 

Where appropriate, this includes 

advocacy support and signposting 

to regional or local support 

networks 

4 The delivery of RESPECT training in 

schools and community settings to 

widen understanding of what it 

means to have a disability 

5 Delivery of accredited training to 

professionals from education, 

social care, health and youth 

offending teams aimed at 

enhancing understandings of the 

legal framework with respect to 

exclusion and the rights to the 

child 

6 Development of a website and app 

for young people 

Techniquest 7 STEM engagement workshops for 

11-14 year olds (Key Stage 3 and 4) 

8 Work related experience 

workshops 

Young people who 

are NEET or at risk 

of being NEET, 

aged 11-19 

Young people at 

risk of 

disengaging, 

particularly those 

with SEN or a 

disability 

Families 

Young people 



people 





Unknown 






Information, 

advice and 

guidance 


positive activities 



Basic Skills 

Work-based 

learning 

Information, 

advice and 

guidance 





Basic Skills 


adulthood) 


for reengagement 

Effectively 

identifying needs 

Information, 

advice and 

guidance 

Information, 

advice and 

guidance 

Training for 


Young people - Resources for 

aged 11-19 

young people 

14 – 19 year olds Across the STEM 

who 

are Convergence area engagement 

underachieving 

14-19 year olds Across the STEM 

Convergence area engagement 

Work-based 

learning 



Joint sponsor 

organisation 

Urdd Gobaith 

Cymru 

DfES, Welsh 

Government 

Activity Target group Where activities 

are being 

delivered 

9 Post 16 programmes of 16-19 year olds in Across the 

contemporary science debate education 


10 Engaging young people to take up 14-19 year olds Across the 

STEM subjects at university 


11 CDP for teachers Science teachers Across the 


12 Virtual network Science teachers Across the 


13 Employment of youth work 14-19 year olds Across the 

officers in local authorities in order including Welsh Convergence area 

to deliver informal and no formal speakers 

learning opportunities that use a 

wide range of vehicles (sport, art, 

drama, outreach outdoor 

activities, music etc.). Includes 

accredited training (e.g. Duke of 

Edinburgh / Millennium 

Volunteers). New links to be 

established between the Urdd and 

schools, FE and HE institutions 

14 Establish youth forums Young people 12 local 

authorities 

15 Clic – the national information and 

advice website for young people 

16 Financial skills and participative 

budgeting: development of 

resources for use of children and 

young people 

17 Financial skills and participative 

budgeting: development of 

resource for use by professionals 

Young people Across the 


Young people Across the 



working with 

young people 




STEM 

engagement 

STEM 

engagement 

Training for 


STEM 

engagement 

Development of a 

website 

Promotion of the 

Welsh language 



Engaging NEET / 

at risk 





Information, 

advice and 

guidance 

Information, 

advice and 

guidance 

Information, 

advice 

guidance 

and 

18 Youth Work Apprenticeship 

Programme – Level 1 

Youth Work Apprenticeship 

Programme – Level 2 



15 local 

authorities (11 

agreed to deliver) 

Resources 


Work-based 

learning 

for 


t: 01545 571 711 

e: info@wavehill.com 

g: www.wavehill.com 

Wavehill, 21 Sgwâr Alban, Aberaeron, Ceredigion, SA46 0DB

An evaluation of Urdd Gobaith Cymru's Routes to the Sumit Project

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