This project proposes a children’s breakfast club to address local food insecurity and improve children’s health and learning. It highlights how community-based initiatives contribute to tackling global poverty and marginalisation.
Overview
This project is to start a children’s breakfast club at Ravensbury Community School in Clayton, Manchester. As a result, the club will provide a breakfast to the families that do not meet state benefits criteria but face food insecurity. This is because the goal of the program is to ensure that children take a healthy breakfast to boost focus, productivity and well-being and also provide them with positive interactions with other children.
Therefore, to a large extent, this project helps the achievement of Sustainable Development Goal 1, that is, “End poverty in all its forms everywhere”. However, as has been mentioned before, the project is local, and its goals touch upon global problems such as economic oppression and marginalization. As in many cities around the globe, there is a category of families in Manchester that do not qualify for subsidies and yet cannot afford much (Barrett, Spires & Vogel 2024). Therefore, the distribution of free breakfasts for these families will provide added value to them while stressing the role of community-based interventions in the worldwide fight against poverty.
8 Years | MA
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The solution therefore lies in the implementation of a school-based breakfast club. For a funding level of £1000, the project will use fresh, healthy and locally sourced ingredients in preparing meals for the children. It will also have a breakfast provision for the children as well as additional facilities, which are to provide support to the children and their families and inform them about other establishments.
The deployment will first be done in a pilot where the case study school will be Ravensbury Community School. In this first phase, a targeted number of children is to be identified as being at high risk of food insecurity. Consultation with the school administrators as well as cooperation with the leaders of the local community together with guidance from Manchester City Council will guarantee compliance with all the requirements in the sphere of feeding and caring for children (Manchester City Council 2024). The breakfast service will be carried out according to the school’s timetable to avoid disrupting routine as well as to ensure a high turnout.
To ensure effectiveness in achieving the goals set, qualitative and quantitative criteria will form the basis of the project’s evaluation (Noyes et al. 2019). Such records of success include attendance records, responses from children, parents and school staff, and other measures of the nutritional and academic performance of the children. This means that the attending members will be required to attend regular meetings and provide an update on their performance and recommendations to the team.
£500 is required to fund the first month’s operations and £500 for the additional costs associated with setting up the project. Such funds will be spent on procuring various food items that are healthy to the body for the clients, and other utensils needed in the operation of the service. Due to the small size of the project, a rather quick, identifiable outcome shall be expected at a comparatively low cost, meaning it will be one of the effective solutions to a local problem.
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Conclusion
In conclusion, this project shows that there is a possible and sympathetic way of dealing with child poverty and lack of food in Manchester. The proposed idea of conducting a breakfast club at Ravensbury Community School also addresses the nourishment needs of needy children besides helping in achieving the universally acclaimed goal of poverty eradication. Thus, general objectives, clear implementation plan, credible evaluation measures, and reasonable funding request make this project worthy of backing by the AU Foundation.
The prevalence of food insecurity for children in Manchester is quite high since there are households in the city that do not receive state benefits but are struggling financially. This challenge is also in line with the United Nations Sustainable Development Goal 1 that aims at “End poverty in all its forms everywhere” (United Nations 2023). Lack of food particularly a healthy breakfast poses a significant gap that child’s academic performance and health are compromised hence the cycle of disadvantage. In order to solve the above highlighted challenge, a new program called the children’s breakfast club could be implemented at Ravensbury Community School in Clayton. With a budget of £1000 the scheme will entail serving of quality and locally sourced breakfast to the vulnerable children to enable them make proper nutritional intake in order to allow them to perform well academically and socially. Some if not all of these targeted improvement benefit individual children and the other generalized societal goals to eradicate hidden poverty that include diminishing economic inequality and poverty levels hence providing a model for such intercession locally.
The issue of focusing on food insecurity at Ravensbury Community School was informed by the author’s natural concern arising from hidden poverty’s effects on children. I found out that even those families that do not fall under the category of state benefits in Manchester could hardly afford a good breakfast. which in turn led to poor concentration, poor academic performance and overall quality of life of the children. Having seen these challenges within my local community, I was attracted to a problem that is in line with the United Nations Sustainable Development Goal 1 which is “End poverty in all its forms everywhere”. I came to understand that a minor form of intervention is feasible and can bring about relief in the short run with long run effects on the aspect of academic and social achievements. It was my intention to design a strategy of intervention which can be implemented in practice and carried out on a large scale to address the issue of poverty not only in terms of human suffering, but as an impediment to the achievement of the goals of the society at large.
Altogether in this project, I was able to demonstrate various project management and academic competencies. To begin with, the needs analysis was carried out through interviews of the school staff, parents, and other members of the community. These activities included the development of questionnaires, the holding of focus group discussions as well as the assessment of local policies, all of which are time consuming and complex undertakings (Hannon & O’Donnell 2021). One of them was creating the project plan that included certain steps like finding a venue, purchasing the supplies with the money no more than £1000, and scheduling the breakfast sessions according to the timetable of the school. This helped me in optimizing the time and resource available while handling this project as it was given a relatively low budget and a short period of time to complete it.
At the same time, I strengthened my academic research knowledge when researching about childhood nutrition, the socio-economic determinants of food insecurity, and school-based intervention. This theory supported not only the concept of the breakfast club but it also offered a strong basis for analysing its possibilities (Gallegos et al. 2021). I was able to prepare a number of progress reports about the work’s status, the accomplishments made, and the problems that were faced. These reports helped me a lot as each of them provided a basis for evaluation of the corresponding phase of the work and putting corresponding changes to the strategies.
There were a number of obstacles throughout the journey. The most challenging task was to really make sure we have a stable source for fresh quality ingredients locally that are healthy and not too expensive. High prices and high minimum order quantities were initially offered and this could have potentially posed a problem to the project. While doing this, I used contacts and went directly to individual farmers and also small-scale organic farmer’s associations where I could negotiate better prices which were more affordable for us (Greene 2021). One of the challenges was to organise the operation of breakfast and connect it with the timetables of the school, and restricted space. There was limited space in the school during the morning and it was necessary to arrange the incorporation of the service without hindrance. After engaging the school administrators in constant negotiations, they agreed to provide me with a small area that could be used for the preparation of the breakfast.
Therefore, the formative feedback was very important in determining the final outcome of the work. In this week, during the peer discussion with my friends and the lecturer I got some useful suggestions about the definition of the problem and the relation between the objectives and the outcomes of the project. With regard to the feedback, they stressed the possibility of creating an easier assessment of the enhancement of children’s intake of food and performance in their studies. I was able to come up with a set of indicators that fitted this structure, I established routine meetings with the teachers and the parents. This proved useful in narrowing down the working area of the project and made it possible to measure the progress of the project.
In week 6, the subsequent focus was on the material and shape part of the project activities. My lecturer and classmates suggested that it is necessary to focus on the areas of operations and risk management, particularly in terms of stakeholders’ management. Based on this input, I developed contingency plans that would be put in place in case of supply disruptions and adjusted the communication plan so that all individuals involved would be kept informed of the changes. I have also provided additional time gaps in the project schedule to accommodate for the uncertainty that is always likely to be inherent in project schedules. These changes further strengthened the functionalities of the breakfast club as well as enhanced my knowledge of how successive feedback can enhance a bare-boned concept into solid process solution.
Conclusion
In conclusion, this project has independently sought to mitigate the problem of food insecurity among children at Ravensbury Community School in relation to the SDG 1 that focuses on eradicating poverty in all its manifestations. The measures for the initiative were based on setting up a breakfast club with a limited budget of $1000 with dishes that would have positive impacts on children’s focus, academic achievement, and health. By engaging stakeholders and strictly following a developed plan followed by a systematic assessment, the project achieved its objective, as well as proved that community-based approaches may help address problems of unequal distribution of wealth. Some of the matters like the availability of quality and affordable ingredients, and the match of schedules of the school/restaurant were solved through problem solving and written and oral communication. Also, feedback given to the project in week 4 and week 6 was useful in revising the focus of the project as well as the strategies of achieving goals so that tangible results can be realized. In sum, the project provides a real-life example of tackling problems of poverty and food insecurity at the local level as well as improving academic and project skills to lay the foundation for future improvements in these areas.
References
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