York Mansion House ‘Opening Doors’ Restoration Project

Activity Plan

Prepared by the York Mansion House for Stage 2 Heritage Lottery Fund Application 2014 1

Authors: Dawn Steel Head of Civic and Democratic Services Richard Pollitt Mansion House, Guildhall and Civic Services Manager Gillian Waters Opening Doors Project Officer Anne Platt Civic Services Co-ordinator Fiona Young Visitor Services Co-ordinator

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

CONTENTS SECTION A: The Current Situation ........................................................................ 5 1 Introduction .................................................................................................... 5 1.1 Objectives & strategy ..................................................................................... 5 1.2 How the Activity Plan was created ................................................................. 7 1.3 Organisational commitment and management proposals .............................. 8 1.4 Site details and context ................................................................................ 10 1.4.1 Site description and historical context .......................................................... 10 1.4.2 Heritage context – the significance of the collections ................................... 12 1.4.3 Relationship between the heritage and people ............................................ 13 1.4.4 Community context ...................................................................................... 13 2 Current audiences ....................................................................................... 14 2.1 Current access............................................................................................. 16 2.2 Barriers to use ............................................................................................. 17 3 Current activities .......................................................................................... 20 3.1 Activities currently offered ............................................................................ 20 3.2 Learning from comparators .......................................................................... 21 SECTION B: Strategic Decisions about Involving People.................................. 23 4 Project aims ................................................................................................. 23 5 Consultation................................................................................................. 25 6 Interpretation ............................................................................................... 27 7 Volunteering ................................................................................................ 32 8 Training and learning. .................................................................................. 33 9 Future & target audiences ............................................................................ 34 9.1 York residents .............................................................................................. 35 9.2 Tourists and day visitors .............................................................................. 37 9.3 Family groups, children and young people ................................................... 38 9.4 Adult learners including special interest groups and researchers ................. 39 9.5 School groups .............................................................................................. 43 9.6 Special needs .............................................................................................. 45 9.7 Outreach ...................................................................................................... 45 10 Overview of activities and how people will be involved ................................ 46 11 Limiting factors............................................................................................. 48 12 Managing activities ...................................................................................... 50 13 Measuring Success ..................................................................................... 51 14 Longer term benefits and sustaining activities.............................................. 56 15 Benefits for the organisation and legacy ...................................................... 57 16 Sharing the lessons learned ........................................................................ 58 17 Activity Plan costs ........................................................................................ 59 18 Project Plan ................................................................................................. 60 SECTION C- ........................................................................................................... 61 19 Action Plan for activities ............................................................................... 61 3

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN APPENDICES ............................................................................................................ 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 36 37 38 39 40

Appendix 1- Audience Profile ..................................................................... 77 Appendix 2- Consultation Report Summary ............................................... 89 Appendix 3 : Consultation List................................................................... 106 Appendix 4- Public Consultation Report ................................................... 110 Appendix 5 Volunteer Consultation ......................................................... 136 Appendix 6- Young Volunteer Good Practise ........................................... 140 Appendix 7- Young People Focus Groups ............................................... 154 Appendix 8- Special Interest Focus Groups ............................................. 176 Appendix 9- Hard to Reach Focus Groups............................................... 189 Appendix 10- Management Structure and Volunteer Roles........................ 196 Appendix 11- Learning Policy .................................................................... 203 Appendix 12- Curriculum Mapping & Teacher Consultation ....................... 214 Appendix 13- School Pilots ........................................................................ 247 Appendix 14- FAmily and Children Activities Pilots .................................... 253 Appendix 15- IPUP Work Placement M.A. Students .................................. 258 Appendix 16 -Oral History Project Proposal ............................................... 269 Appendix 17- Mansion House Typical Week .............................................. 270 Appendix 18- Learning from Comparators ................................................. 271 Appendix 19- Interpretation & training briefs for kitchens .......................... 276 Appendix 20- Evaluation Brief ................................................................. 281

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

SECTION A: The Current Situation 1 Introduction This Activity Plan supports a Round 2 application to the Heritage Lottery Fund for a Heritage Grant to renovate, conserve and provide increased public access to the Mansion House in York. The Activity Plan has informed the development of a Management and Maintenance Plan, Business Plan and Marketing Plan. These plans will ensure that the heritage contained within the building can be disseminated and used by a wide and varied audience both during the project phase and beyond.

The Mansion House, home to the Lord Mayors of York, has been at the very heart of the city for 300 years. The "Opening Doors" project will enable increased public access to the building and the civic collections. 1.1

Objectives & strategy

Our aims as stated in the HLF stage one bid were as follows: 1. Increase and enhance public access and community involvement 2. Develop life long educational opportunities for adults, families and children 3. Improve the Interpretation of the history 4. Improve the conservation of the house and its collections 5. Reduce the carbon footprint 6. Achieve long term financial sustainability 7. Establish the Mansion House in the cultural evolution of the city

As outlined in HLF stage one bid, the four key areas that the project would focus on were: 5

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN  Restoration of the kitchens, to a working 18th Century kitchen and a modern kitchen, improved interpretation, conservation and access.  Display of the Gold and Silver collection, improved interpretation, conservation and access,  Conservation management, including the installation of a conservation heating system and reduce the buildings carbon foot print.  Oral history, collecting memories from those who have been associated with the house. This Activity Plan focuses on the ways in which aims 1,2,3,6 and 7 will be achieved during the delivery phase. During the Development phase the project aims were refined through consultation with our present and future audiences (See below section 5).

As outlined in the Learning Policy (Appendix 11) the Mansion House will adopt the following definition of learning and participation from the Campaign for Learning and the Museums, Libraries and Archives Council (now Arts Council England).

'Learning is a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve the development or deepening of skills, knowledge, understanding, awareness, values, ideas and feelings, or an increase in the capacity to reflect. Effective learning leads to change, development and the desire to learn more.' Our strategic vision as outlined in our Learning Policy “is to develop the Mansion House into a leading local and regional centre for learning and discovery about civic democracy and local history. By opening the Mansion House and its collections to wider audiences we aim to create pathways for more engagement and participation at all levels.” 6

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN This people-centred focus underpins the ethos of the Mansion House “Opening Doors” project. Our Learning Policy states the key outcomes for all visitors to the Mansion House, be they informal, formal, leisure or lifelong learners. Our mission statement, as expressed in our learning policy is rooted in learning and participatory programmes and experiences (Appendix 11). 

To work co-operatively with a diverse range of visitors to create highquality and innovative learning and participatory programmes and experiences related to the Mansion House site and its collections.

 To enable people to actively engage with our collections, make personal connections and create their own frameworks for learning.

These learning experiences will be related to our core themes of:  “Grand and Good Enough”- architecture and conservation aspects  “Lords of the City”- the personal lives of the Lord Mayors and Councillors  “At the Lords Table”-Food and eating at the Mansion House and the stories of the tradesmen and suppliers to the Mansion House  “Donors and Patrons”- the individual stories of objects, paintings etc.  “Lord, ladies and cooks”- the stories of those who lived and worked in the Mansion House

In this way the proposed activities will facilitate a deeper engagement with the civic heritage of the Mansion House, its collections and the stories of those who worked in the house and thereby widen participation.

1.2

How the Activity Plan was created

This Activity Plan has been developed as part of the development work to support the HLF Round Two application to restore the Mansion House. It presents, in effect, a step-by-step process which develops the learning and participation activities from 7

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN the outlines in the first-round Mansion House application to the detail required in the delivery phase of the project; which will lead to an increase in the number and range of people visiting the Mansion House.

This Activity Plan was created, following the HLF guidance notes, through the involvement of groups and individuals as detailed in the Consultation List in Appendix 3. These groups included a cross-section of audiences from York Residents, including Young People, as well as stakeholders such as councillors and officers in the City of York Council (CYC). 1.3

Organisational commitment and management proposals

The City of York Council is a Unitary Authority that covers not only the city itself but also a number of outlying rural districts. The council serves approximately 198,051 residents (as at 2011 Census). The council has set out its priorities until 2015, these are:  • Create jobs and grow the economy  • Get York moving  • Build strong communities  • Protect vulnerable people  • Protect the environment To do this the council are focusing on three core areas, these are:  • Being a confident, collaborative organisation  • Staying completely in touch with our communities  • Maintaining a relentless focus on our priorities The council has 47 elected members headed by a leader and cabinet. The Lord Mayor acts as chairman of the council meetings and civic head of the city. The Chief

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN Executive, Kersten England, is supported by five Directorates providing a range of statutory and discretionary local authority services. These are  • Office of the Chief Executive  • Adults, Children & Education  • Communities and Neighbourhoods  City and Environmental Services  • Customer & Business Support

The Mansion House is part of the Customer & Business Support Directorate which is split into three Assistant Director areas,  • Assistant Director of finance, asset management and procurement  • Assistant Director Customer and Employees  • Assistant Director Governance and ICT

The Mansion House comes under the portfolio of the Assistant Director of Governance and ICT.

During the development phase consultation was directly undertaken by the Project Officer with three of the CYC Directorate areas; Adults, Children & Education, Communities and Neighbourhoods and Customer & Business Support. In addition the Project Manager conducted internal consultation with all the Directorates, Councillors, ex Lord Mayors and Masters of York Guilds who had close connections with the Mansion House. There has been strong support from all those consulted within CYC, especially the focus on the civic heritage of York and the role of the Mansion House as the home of the Lord Mayor (Appendix 2). • A new visitor and residents strategy is being worked on in partnership between “Make it York” (was Visit York), and CYC. The Chair of “Make it York” has stated the intention that the Mansion House will become a key part of this strategy and an emerging key attraction in the city. 9

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN The current management, staffing and volunteer roles are described in the Business Plan section 2.2 and the Management and Maintenance Plan section 3.1. 1.4

Site details and context

1.4.1 Site description and historical context 'One of the most visibly hidden buildings and histories in the city, standing majestically and dominating St. Helens Square', the Mansion House is a Grade 1 listed building. Its ancient civic site physically connects the current Mayoralty to York‟s first recorded Mayor in 1212 and York‟s oldest Civic Building, the Guildhall1 . This continuity of civic heritage is one of the key concepts underpinning this activity plan. Although Newcastle upon Tyne (1691) and Dublin (1715) provided grand houses for their Lord Mayors before York, these residences were not built specifically for the Lord Mayors. York can therefore claim to have the oldest, purpose-built, mayoral residence in the British Isles. Daniel Defoe visiting York in 1724/5 commented that York was “a spacious city … full of Gentry and persons of Distinction, so they live at large, and have Houses proportioned to their Quality”. The Mansion House could be argued to be one of those “houses of quality” built in early 18th century York. The Mansion House is a unique resource in York, encompassing the City‟s architectural, political and social heritage. Its significance to the story of York lies in the memories it represents as well as the objects which it houses. It has been home to many significant local, national and international figures, including the „Chocolate Mayors‟ from the Terry and Rowntree families, George Hudson the „Railway King‟ and John Carr, the architect. However, the civic heritage of the Mansion House is also the story of those who worked in the house; the footmen, butlers, cooks and house keepers who made the building work. It is also, as the historic centre of local civic democracy, one of the most important buildings in the city of York. York 1

Volume 2, Appendix 5: CMP _ Volume 1_Intro & Significance:

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN residents have a passionate interest in the future of the Mansion House and a sense of ownership of this physical symbol of their civic heritage (Appendices 2 & 8).

During the development phase this key message of civic continuity, that the Mansion House is the home of the Lord Mayor and the centre of local civic heritage was a theme that was repeated by many different groups consulted. The Young Inspectors started their report with the “Interesting Fact” that “The Mansion House is the home of the Lord Mayor of York, the Mansion House has been the home for the Lord Mayor for over two hundred and eighty one years”, whilst York Youth Council considered this to be one of the Unique Selling Points of the Mansion House,” (Appendices 4 & 9). A Rotarian remarked “Care must be taken to ensure the house is 1st the Lord Mayors House, 2nd the centre for Civic Activity” indicating the keen interest and strong local attachments to the Mansion House amongst York residents spanning all age groups2.

York has many museums and tourist attractions, but the Mansion House is at the heart of the city representing over 1,000 years of local citizenship and democracy, as well as the stories of over 650 Lord Mayors, and those who lived and worked in the house. The Mansion House is the home of the Lord Mayor of York and this presents a unique selling point for the house as a heritage attraction as outlined in the Marketing and Communication Plan.

The Mansion House is also a nationally significant building and therefore of interest to regional and national audiences. As James Edgar pointed out in the Stage D submission3: “the Mansion House was one of 45 structures (excluding the Minster) that was „especially worthy of preservation”‟4. 2

See Appendices 4 & 10 Volume 2, Appendix 5: CMP _ Volume 1_Intro & Significance: 4 Royal Commission on Historical Monuments (England), An Inventory of the Historical Monuments sin the City of York: Volume V The Central Area, 1981, xxxiii-xxix. 3

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 1.4.2 Heritage context – the significance of the collections The Mansion House has a vast and in many ways unique collection belonging to any city. The majority of items have been purposely made for the house and either carry the City coat of arms or the words EBOR, partly derived from the Roman name for the city. The collection consists of;  Paintings and prints of local scenes as well as dignitaries  Civic Plate and Regalia -one of the largest collections in the country which includes the famous silver chamber pot and medieval swords!  Furniture, many items of which bear the city arms and are purpose made for the building and its functions.  Clocks, many of which have been made specifically for the house  Books- from the architectural book used to build the house to York‟s first great history book, Eboracum  Kitchen equipment, including kitchen knives, glass ware, scales etc. decorated with the city arms or EBOR  Ceramics, a distinctive collection which charts civic usage and pride  Photographic material, of former Mayors and members of staff  Archives that range from menu cards to letters. During the development phase many of the groups consulted were eager to discover more about these collections. The WEA and YAYAS groups in particular were interested in acquiring more information about the Mansion House, its collections and the people who worked there. Written guides were seen as being of paramount importance with specific information sheets on different aspects of the collections, from paintings to ceramics. The WEA groups also suggested a Research Room to further study the Mansion House collections. This suggestion has been incorporated into the project plan (Appendices 2 & 8).

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

1.4.3 Relationship between the heritage and people As indicated above, local groups and individuals consulted in the development phase feel a great connection to the Mansion House as the physical symbol of their local civic democracy. Non-York residents also expressed the view that the Mansion House was unique in maintaining the civic traditions of the city of York and housing the civic collections, many of which had regional and national geographic connections. (Appendix 8)

The physical site of the Mansion House, situated at the meeting of three main shopping/tourist streets in York, is literally in the centre of the city. It is also easily accessible with bus stops, park and ride, car parks and the train station nearby. However, public access to the Mansion House is limited to guided tours on three days a week, Lord Mayor At Homes and occasions when the Mansion House participates in city wide events such as Illuminate York. The 699 visitors recorded visiting the Mansion House in October 2014 for the Illuminate York event, for instance, indicate that there is a great need for increased access to the building. 1.4.4 Community context The City of York Council (CYC) is a Unitary Authority that covers not only the city itself but also a number of outlying rural districts. For more detailed analysis of the following see Appendix 1 Audience Profile.

In 2011 there were two areas of significant growth in the city of York populations: the over 60 population and the 20-24 age group5. York‟s population is also well qualified with a high proportion of “Urban arts Eclectic” and “Traditional culture vultures” audience segments who traditionally engage and participate in the arts and 5

Over 10% in the 20-24 age group reflecting the University populations. This age group has increased by 5,500 or 38.5% since 2001. The 60-64 age group has increased by 31.5% and the over 85 age group has increased by 32.4%. http://www.ons.gov.uk/ons/index.html

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN heritage. This audience profile indicated a need to engage two very different audiences; young people and adults aged over 60. As detailed in the Action Plan and Learning Policy (Appendix 11) the Mansion House aims to engage students from York‟s Universities through work placements and with young York residents through a Young Ambassadors scheme, based on the Cartwright Hall, Bradford Museums and Galleries, model (Appendix 18) . For those aged over 60 the Mansion House intends to plan a series of informal and formal learning sessions and a public programme of events as detailed in the Action Plan and Learning Policy (Appendix 11).

As the family and community focused audience segment represented 11% of York residents in 2011, this is also an important audience segment. Therefore family holiday activities, targeted at this group, were piloted during the development phase (Appendix 14).

In addition, during the development phase hard to reach groups who do not traditionally visit the Mansion house were targeted to widen the base of audiences visiting the Mansion House. These included: 

Kyra, a group for women who have experienced difficulties (Appendix 9)



The Young Inspectors, a group of young people from disadvantaged backgrounds (Appendix 7)

2 Current audiences As outlined in the Audience Profile visitor numbers to the Mansion House have increased from 2006- 2013. This is due to increased opening hours, with guided tours, and events in partnership with other Heritage venues in York including York Archaeological Trust (YAT), the Cocoa House and York‟s Chocolate Story. However, at present, visitor figures are only a little over 6k a year due to relatively limited opening hours. Other comparable historic houses in the city of York have 14

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN considerably more visitors; Barley Hall 30,000 p.a., Fairfax House 50,000 p.a. This indicates that with greater opening hours the Mansion House could benefit from more visitors.

The historic city of York attracts over 10 million day visitors a year with over £379 million spent in the city each year6 (See Marketing and Communication Plan). However, with limited opening hours the Mansion House is currently not in a position to be able to benefit from these visitors to York.

As outlined in the Appendix 1 the audience profile of the Mansion House, based on information compiled from statistics from “Make it York” (was Visit York), Visit England, 2011 Census returns and Audience Insights from the Arts Council England appears to be in alignment with that of the city of York. Analysis of the breakdown of adult and child visitors, from 2006-2013, indicates that the Mansion House has been seen as primarily a venue for adult visitors. Whilst the partnerships with York‟s Chocolate Story and YAT have begun to build family and schools audiences there is a significant gap in these audiences currently visiting the Mansion House.

Audience analysis undertaken from January- October 2014 (Appendix 2) indicates that the age profile of the majority of current visitors to the Mansion House is heavily dominated by adults aged over 45. However when events are specifically targeted at children and family groups, such as the Easter Egg Hunt, the audience profile does change thereby indicating that the Mansion House is of interest to all sectors of the local community and tourists.

6

2013 Great Britain Day Visits Survey (GBDVS 2013), Visit England, VisitScotland & Visit Wales, April 2014, p.84.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

2.1

Current access

Current access to the Mansion House is three days a week, Thursday, Friday and Saturday on guided tours at 11am, 12.30 and 2pm. There are some special events such as theatre performances and events held in association with the York Archaeological Trust as well as talks and exhibitions in association with the Borthwick Institute at York University. However, at present access to the Mansion House for the general public is limited, as outlined in the Business Plan section 2.3. The Mansion House has a lift for disabled access and limited parking in the Mansion house yard for disabled parking. An Access Audit was undertaken in March 2014 suggested some improvements and signage to improve physical access to the Mansion House for those with physical and visual impairments. This included turning circles for wheelchair users exiting the lift and level entry access into the kitchen and basements area7. There is also currently limited provision for those with hearing and/or visual impairments. The Interpretation strategy outlined below and in the Stage D Visitor Experience proposal will address these issues. As the Mansion House is situated within a pedestrian zone from 10am-5pm, there is vehicular access and car parking for Mansion House, which is limited to unloading and dropping off space. However, the Mansion House is well served by local public transport being only a five minute walk from York Railway Station and many local bus routes.

The current website, as shown by the Young Inspectors Report (Appendix 7) currently does not adequately communicate the location, purpose, opening hours or access details of the Mansion House. It is proposed that during the delivery phase the website will be re-developed to provide pre-visit information and alternative access provision as well as contextual information on the Mansion House its 7

Stage D APPENDIX 8: CMP _ Access Audit

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN collections and the stories of people who lived and worked in the building. Currently the Mansion House website has 650 hits a month, with a bounce rate of 55%. This indicates that visitors are not engaging with the site and have difficulty finding the information they need. The average dwell time is 1 minute and only 3 pages are viewed again showing limited engagement. During the delivery phase we aim to redevelop the website with the In-house CYC webteam and university students to increase engagement through increased “unique visitors” to the website and the length of time they spend exploring the site. 2.2

Barriers to use

One of the key barriers to the development of learning and participation activities at the Mansion House is the limited opening hours. The front door of the Mansion House is currently closed for most of the day, being opened for three half hours before each guided tour on a Thursday, Friday and Saturday. This gives the impression of a building that is permanently closed to the general casual visitor to York. With the development of an internal “porch area” inside the current hallway, the front door to the Mansion House can be left open for longer periods of time. This will increase awareness that the Mansion House is open and accessible to the public and thereby increase leisure learning audiences. . Another key barrier to the development of learning and participation activities at the Mansion House is the lack of public awareness that the Mansion House is open to the public. During consultation in the development phase, many visitors expressed the opinion that they “did not know” that the Mansion House was currently open to the public on three days a week. This was despite partnership marketing activities with York Archaeological Trust (YAT) and “Make it York” (was Visit York). As detailed above, by leaving the main door open for longer periods of time this lack of public awareness could be addressed. The Marketing and Communication Plan

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN would also be an essential component in developing future audiences for the Mansion House by increasing the visibility of external signage and media exposure.

As indicated above, the current audiences for the Mansion House are predominantly the older age group and family. Therefore, during the development phase young people and family groups were targeted to trial and pilot different activities. Although few family groups currently visit the Mansion House, the pilot activities undertaken in the development phase (Appendix 14) has clearly shown that family audiences enjoy the activities and would be eager to return. It is clear that a programme of different activities involving all members of a family group would need to be developed to engage and ensure return audiences. Whilst developing this Activity Plan groups of Young People were targeted to ascertain their views on the development of the Mansion House and the proposed interpretation and learning programmes. A small group of Young Volunteers was also recruited to assist with special events. This indicates that once aware of the possibilities at the Mansion House, there is genuine interest from this segment of future audience/s in volunteering and engaging in activities.

The Mansion House currently has a limit of 60 on the numbers of people that can be accommodated in the house at any one time. As detailed in Appendix 12 secondary school groups in particular would find this limit a physical barrier to visiting the Mansion House. After restoration, this physical limit on capacity will be increased to 100 visitors8 . This increased capacity will facilitate visits from secondary schools and large primary schools.

School groups may also find that there are financial barriers to visiting the Mansion House. However, as the Mansion House is part of CYC it is the intention to enable 8

Stage D Fire Strategy, Volume 4, Appendix 12

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN CYC schools to visit the Mansion House free of charge, but pay for consumables. Non CYC schools will be charged a small sum (See Business Plan). As detailed in Appendix 12 secondary schools in particular are finding it difficult to release staff and children for educational visits within the school day. However, a combination of the following activities would enable schools to participate in the unique educational aspects of the Mansion House:  Outreach to local York schools with activity boxes/outreach boxes  Encouraging small school groups, such as primary school groups, history clubs, Gifted and Talented groups etc. in after school extracurricula activities 

Enabling visits as part of a carousel of activities.

During the development phase a number of hard to reach groups were engaged to ascertain their views on the Mansion House. These included BME and disadvantaged groups (see Appendices 2 & 9). Barriers to participation by these groups are currently a lack of awareness of the Mansion House as a place to visit and cost of entry.

The Marketing and Communication Plan will raise awareness of the Mansion House, and the intended charging policy as outlined in the Business Plan will allow York residents into the Mansion House free of charge.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 3 Current activities 3.1

Activities currently offered

Currently the Mansion House is open to the public three days a week with three timed slots for guided tours. The Mansion House also hosts civic events, and workshops, lectures and events in partnership with the Centre for Lifelong Learning at the University of York, York Archaeological Trust, York Chocolate Story and local businesses. The Mansion House has three different functions. It is the principal location for civic functions and events whilst remaining the residence of the Lord Mayors. But it is also used as a public and tourist attraction and for non-civic events; this category of usage has expanded enormously in recent years and there is a growing demand.

Since 2009 the Mansion House has opened to the public three days a week, and has increasingly opened the doors on events targeted at residents of York. These events, such as the Easter Egg Hunt and Residents Weekends, have proved consistently popular. The Mansion House has also hosted other events for the general public, including the Viking Festival and Chocolate Festival. Again these events have proved popular indicating a genuine interest in the Mansion House.

Year 1975/1976* 1977/1978* 2008/2009 2009/2010 2012/2013

Civic Events 44 33 85 123 176

Other Events 63 65 188 235 515

Figure 1 Usage of Mansion House for Civic and other events 1975-2013

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN The mainstay of visitors

2500

through the Mansion House has been guided tours, for

2000

public and private groups. Since 2009 the Mansion

1500 2009 2010 1000

2011

500

House has hosted talks and education sessions ranging

2012

from historic cookery to

2013

piloting courses in partnership with York University Centre for

0 LM Easter egg hunt

Events

Tours

Talks & Residents Education

Lifelong Learning and CYC Adult Education.

Figure 2 Visitor Figures by event 2009-2013

3.2

Learning from comparators

During the development of this Activity Plan a number other organisations and individuals were consulted including:     

York Archaeological Trust York‟s Sweet Story Cartwright Hall York University Fairfax House

   

Clarke Hall, Wakefield York Museums Trust Merchant Adventurers Hall Barley Hall, York

See Appendix 18 for detailed discussions of Barley Hall, Merchant Adventurers Hall and Cartwright Hall.

York Archaeological Trust (YAT) has been a partner throughout the Development phase, advising the project on interpretation and the audio trail. Post restoration the Mansion House will continue to work in partnership with YAT, particularly in joint education marketing and general training for volunteers and staff. York‟s Chocolate 21

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN Story and YAT have also been consulted about the possibility of providing joint education visits e.g. the links between the Mansion House gold collections and Barley Hall and the chocolate Lord Mayors. Clarke Hall, Wakefield and York Museums Trust have supplied items to be used in display and handling activities. The University of York and St. John‟s University, York have been consulted on adult learning and student placements.

One of the aims of this Activity Plan is to engage young people. The Young Ambassadors project at Cartwright Hall is an exemplar in youth engagement and therefore the Project Officer met with Sofia Maskin in April 2014. The Learning Policy and the Action Plan have incorporated the key elements from this discussion. Two comparators, Barley Hall and the Merchant Adventurer‟s Hall, have been consulted to discover good operational models i.e. opening hours and staffing levels and interpretation and education strategies. Best practice examples from these projects could be translated into the following opportunities for the Mansion House:  Operating shorter opening hours in the winter months and closing for a month in January to enable deep cleaning of the Mansion House  Staffing structures for operating the Mansion House  Extending the range of retail items in the Mansion House shop  Working towards accreditation of the gold and silver collections.  The possibility of future corporate events at the Mansion House  The use of social media  The need for a dedicated member of staff for education groups  The possibility of joint staff training  engaging young people through a series of targeted events

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

SECTION B: Strategic Decisions about Involving People 4 Project Aims As outlined above, our strategic vision “is to develop the Mansion House into a leading local and regional centre for learning and discovery about civic democracy and local history. By opening the Mansion House and its collections to wider audiences we aim to create pathways for more engagement and participation at all levels.” This people-centred focus underpins the ethos of the Mansion House and has directed the development of the Action Plan which has focused on directly involving the local and visiting communities in York in participatory formal and informal learning activities.

This is in alignment with the HLF Learning aim which is defined in the HLF document Learning- Good practice Guidance, 2013 as “Learning is not just about schools, or children; it is about offering opportunities for everyone to develop their understanding of heritage in an active way appropriate to their needs, interests and backgrounds.” Through our Interpretation strategy, outlined below and our Learning Policy we aim to provide an immersive interactive learning environment.

The Heritage Lottery Fund defined participation in Planning Activities in Heritage Projects, 2008 as “help[ing] more people, and a wider range of people, to take an active part in and make decisions about their heritage”. The Opening Doors Activity Plan aims to include young people, teachers and York residents in the development of the Mansion House project throughout the delivery phase, and beyond, by setting up three advisory boards (Action Plan 1.3 & 2.1). These advisory boards will feed into the planning and management of the project and thereby facilitate active community participation. Through the increased recruitment of Volunteers and

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN widening the remit of volunteer roles as outlined below we also aim to increase local community participation in decision-making and delivery of the project aims. One of the key aims of the Opening Doors project is to widen and increase audiences visiting the Mansion House. In the 2010 document Thinking About Audience Development, the Heritage Lottery Fund describes audience development as “taking action to put people centre-stage. It involves making an effort to understand what they want and presenting your heritage site, collection or activity in a way which is accessible, inviting and meaningful for them. It involves changing people‟s perceptions of heritage and building on-going relationships to encourage participation and support from as broad a range of people as possible for the longterm.”To enable visitors to actively engage with the heritage of the Mansion House in a way which is “accessible, inviting and meaningful”, and thereby make personal connections and create their own frameworks for learning, we will use the core themes of the Mansion House site and collections as defined below.

We aim to increase public access to the Mansion House by providing longer opening hours and a series of free-flow drop in activities for a range of age groups including leisure learners and family groups (Action Plan 1.4) as well as developing a series of seasonal ticketed and self-guided civic and heritage events at the Mansion House for interested adults, linked to aspects of the collections (Action Plan 1.7)

Through our interpretation strategy as outlined below, in the Stage D submission, Visitor Experience, and in our Learning Policy we aim to facilitate:  Increased public access to the Mansion House  Visitors experiencing the Mansion House in an immersive, sensory and tactile manner.

24

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN  Visitors gaining a deeper understanding of the significance and importance of the civic heritage of York, the role of the Lord Mayors and the history and heritage of the Mansion House including its place in local history.  Community engagement with their local civic heritage and participation in heritage events at the Mansion House  Visitors, volunteers and staff gaining new skills and developing a sense of ownership for the civic heritage of the Mansion House  A wide range of effective and enjoyable educational programmes which engage, inspire and interest visitors of all ages and with many different backgrounds and abilities, making a positive contribution to the lives of our visitors and to the communities in which they live. 

Sustainable learning opportunities, programmes and partnerships that encourage new visitors, including those who have not traditionally visited the Mansion House through outreach.

 York residents, York city guilds and the local business community experiencing a series of events in a unique historical building  York residents, tourists and international audiences virtually engaging with the Mansion House and its collections online 5 Consultation Consultation prior to the development phase was undertaken over 3 years from 2010-13 to underpin the stage one bid with a solid foundation (Appendix 2). From January to October 2014, 7,393 people visited the Mansion House. Consultation took place with 1,064 individuals through the following activities: 

pilot education and leisure learning activities

 resident weekend  open weekend  24 focus groups

25

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN Information was gathered using:  exit surveys, questionnaires and comment walls  post-it notes and flip charts  informal interviews  focus groups

The aims of the Consultation were twofold:  To consult different groups/audiences on the proposed plans and activities for the Mansion House through a variety of methods including leaflets, exit surveys, on-line surveys, web and social media, focus groups, outreach, Open Days etc. These groups included:  York residents (Appendices 4 & 8)  Young people (Appendix 7)  Families (Appendices 4 & 14)  Schools (Appendix 12)  Special interest groups (Appendix 8)  Hard to reach groups e.g. Kyra (Appendices 2 & 9)  Stakeholders, including York Council Officers and Councillors (Appendix 2)  To trial and evaluate activities with different groups/audiences including:  Family activities (Appendices 4 & 14)  Schools activities (Appendix 13)  Adult education groups and special interest groups(Appendix 8)  Open days and/or tours for officers and members (Appendices 2 & 4)  Skills and training development placements (Appendices 12 & 15)

The full list of those consulted can be found in Appendix 3.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN During consultation undertaken during the development phase, especially on the Open Weekend, many visitors commented that they were not aware that the Mansion House was open to the public, even for limited periods. It became evident that to achieve our aims of increasing and enhancing public access to the Mansion House it will be vital to raise awareness of the significance and role of the Mansion House and its collections in the city of York. Therefore the first series of activities during the delivery phase (Action Plan 1.1) focus on marketing the Mansion House restoration through traditional and social media and a series of activities including “Hard Hat tours” to engage York residents and tourists with the restoration process. We aim to involve young people and York residents throughout the delivery phase, and beyond, by setting up advisory boards (Action Plan 1.3) to actively engage our audiences in the planning and development of activities. 6 Interpretation The core elements of our interpretation strategy are outlined in the Stage D Visitor Experience Report. This is in alignment with the key concept outlined in the Learning Policy “As the first purpose built house for a Lord Mayor of York, the Mansion House is of national significance. It is also of local relevance as the centre of York‟s civic heritage. When redeveloped, the period rooms, supported by audio and digital technology and a multi-sensory handling collection, will enable visitors to immerse themselves in a unique heritage experience, through touch, sight, sound and smell.”

The project's initial themes as stated in the stage one application were:  How the Mansion House operated „behind the scenes‟ and the role played by the cooks, footmen and other house staff in its smooth running 

The wider stories behind the most important items in the collection, such as the role played by slavery in their manufacture and / or importation 27

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN  York silver smiths, their lives, technical processes used in making the items and artistic development.  Black history in York and in connection with the Mansion House  The 800 year old Mayoral governance of the city through its events and occasions, from entertaining the Prince Regent, WW1 wounded soldiers and the defence of the city in times of trouble. 

Today‟s democracy and its historical development

These core themes have been refined through the process of consultation with our audiences during the development stage and now have stronger connections to the Mansion House and its collections as follows:  “Grand and Good Enough”- architecture and conservation aspects  “Lords of the City”- the personal lives of the Lord Mayors and Councillors  “At the Lords Table”-food and eating at the Mansion House and the stories of the tradesmen and suppliers to the Mansion House  “Donors and Patrons”- the individual stories of objects, paintings etc.  “Lords, Ladies and Cooks”- the stories of those who lived and worked in the Mansion House Of all visitor attractions it is “living heritage that most inspires our visitors; the past brought to life, interpreted and explained. ... [not] presented „in aspic‟ but includes living, breathing, vibrant places that belong as much in the present as in the past.”9 Interactive interpretation is therefore a vital part our post restoration plans for the Mansion House. The Interpretation Strategy as detailed in the Visitor Experience Stage D Report aims to meet the HLF definition of Interpretation, defined In the 2009 document Thinking About Interpretation as “one way in which the interest, significance, value and meaning of a heritage asset is communicated to the public.” We aim to create immersive sensory and interactive experiences and “reveal 9

2013 Great Britain Day Visits Survey (GBDVS 2013), Visit England, VisitScotland & Visit Wales, April 2014, p.5

28

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN meaning and relationships through the use of original objects, by first-hand experience, and by illustrative media, rather than simply …communicate factual information10”. Through the use of audio and written guides, guided tours, demonstrations and digital, tactile and aromatic interactives we aim to inspire our visitors.

York Archaeological Trust and Redman Design are the major partners involved in the Interpretation Strategy as part of the Visitor Experience. Both partners have also been involved in the preparation of this Activity Plan.

After restoration, visitors will have increased access to the Mansion House from 10.30am-5pm Wednesday-Sunday (last entry 4pm) thereby enabling greater access to the house and its collections. There will be three main ways to engage with the Mansion House:  -Audio Tour and/or simple written guides for children and adults, including an audio descriptive tour for visually impaired visitors  -Free flow self-guided tour with room guides  -Pre-booked guided tours

In addition there will be:  Interactive digital information and/or graphics in the kitchen, State Room, Yellow Room, Blue Room and Dining Room  Hands on activities in the State Room including costumes  Hands on activities in the Gold and Silver galleries  Child friendly audio and written trails and object handling  Costumed demonstrations, including food demonstrations in the kitchen

10

Tilden, Freeman, Interpreting Our Heritage, 1957, p.8.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN The audio tours have been researched by York Archaeological Trust and are based on the stories of those who lived and worked in the Mansion House, including the Lord Mayors and those who worked below stairs. Object collections are being provided by Clarke Hall, Wakefield Museums, and Castle Museum, York Museums Trust. Items specifically for handling and replica costumes will be purchased as part of the Outreach box and Education Handling Collections.

During the development phase, focus groups were consulted on the proposed interpretive techniques and devices. There was a significant difference between the younger age groups consulted, who preferred ipads and digital interactives, and the older age groups who preferred written guides. However, most groups consulted preferred to be able to choose which interpretative device they were most comfortable with. As one WEA visitor commented “I like the idea of ipads/touch screen guides as well as headphones AND real guides (i.e. Human guides) “this “”will appeal to all generations. “ The young people consulted were also of this opinion. As one participant commented, “I think it would very much help to have both guides in the rooms and technology. Room guides offer a personable interaction and visitors come to mingle and lose themselves in the passage of time. Also, good stories that are told stay with a person- being able to tie objects to people makes them memorable.” For a detailed analysis of responses to the different interpretative techniques see Appendices 4 and 2.

The Oral History Project forms part of the interpretation strategy of the Mansion House, comprising interviews undertaken by York Oral History Society with those who have lived and worked in the Mansion House. As part of this project, edited audio podcasts will be accessible on-line, with segments of transcripts, and a printed publication will be produced, thus enhancing the visitor experience (see Appendix 16 and Action Plan 3.7). This aspect of the interpretation strategy has proved to be quite popular during consultation with different groups; over 16 individuals were 30

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN interested in being involved in the project as volunteers. It is our intention to continue the Oral History Project in years 4 & 5.

In this interpretive strategy, the role of demonstrators and room guides is paramount. During consultation undertaken in the development period, the restoration of the 18th century kitchens was seen as one of the key attractions of the project by young and old alike. As one WEA participant remarked “Renovating kitchen [is] very important and exciting.- Always one of the most interesting areas to visit, so really necessary to get it right”. During the open weekend the costumed 18th cook was a very popular feature. As one visitor remarked “The kitchen demonstrations are a definite must as they are informative. Maybe some tastes would be good too”. One member of the YAYAS group used the 18th century recipes she was given on a focus group visit to bake Georgian biscuits at home with her granddaughter (Appendices 4 & 8). This aspect of the renovation was also particularly attractive to children on the open weekend. As Kate, aged 8 remarked “Yes [to making and eating “old food”] as long as it's not "mouldy". This aspect has also been used as a basis for activities in primary schools by one of the B.Ed. work placement students (Appendix 12).

Given the strong volunteer base in the Friends of the Mansion House, and the interest shown by young people during the development phase, it is intended to recruit volunteers as room guides, to provide pre-booked guided tours, to assist with demonstrations and assist the House Stewards in their roles (See Appendix 10) . This will provide the essential human interaction that is the basis of effective interpretation.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

7 Volunteering The role of volunteers is crucial to the success of the delivery phase; volunteer roles will be extended to enable further participation in the project (See Appendix 10).

The Heritage Lottery Fund, in Planning Activities in Heritage Projects, 2008, defines volunteering as one way in which local communities can participate in heritage projects. The Mansion House has a committed volunteer base of over 20 active Friends of the Mansion House, and ex Lord Mayors who regularly lead tours, research aspects of the history of the house and attend events. The Friends of the Mansion House were consulted about the proposed changes to the Mansion House and were generally very positive, but were most interested in continuing their current roles as House or Room guides and researchers (Appendix 5). The age profile of the current volunteers is generally over the age of 60, indicating a need to broaden the base of the current volunteers to enable costumed interpretation, outreach and education activities to take place.

Although there are many opportunities for volunteering within the city of York at other heritage attractions, with 2 universities and a large student population there is still the local capacity to recruit volunteers for the Mansion House. During the consultation period, 18 individuals expressed an interest in volunteering at the Mansion House and left their contact details on the visitor questionnaires, thereby indicating that there is still local capacity to recruit volunteers.

During the development phase groups of young people were targeted to raise awareness within this age-group of the Mansion House project, to widen the volunteer base and recruit younger volunteers (Appendices 7 & 15). Ten young volunteers, including two under the age of 16, were recruited to assist with public consultation events and family activities. The CYC Volunteer Coordinator in the 32

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN Communities & Equalities Team was consulted on CYC policies concerning volunteers under the age of 18 and a new Code of Conduct for Young Volunteers was written during the development phase (See Appendix 6). In addition, 7 trainee teachers and 2 MA students were recruited on work placements to research and create activities and information sheets for a variety of child and young adult audiences (See Appendices 12 &15). 8

Training and learning.

As outlined in the Learning Policy, we aim to “ encourage active learning and participation in the Mansion House using a range of different learning styles and different media, including text, recordings, tactile resources, role play, etc.“ This approach to learning and participation underscores all activities within the Mansion House from formal and informal learning to leisure learning and lifelong learning. This approach to learning also underpins the Mansion House approach to training. The Heritage Lottery Fund defines training in the 2009 document Thinking About Training as “formal or informal courses or on‑the‑job tuition which provide people with knowledge and specialist skills to sustain heritage to the highest standards.” As outlined in our Learning Policy the Mansion House will “encourage and enable individuals to acquire new skills, knowledge and qualifications to develop their capabilities to the fullest extent, whether they are staff, volunteers, or students on work placement”. (See Appendix 11 Learning Policy).

During the delivery phase it is envisaged that volunteers will be recruited through York CVS, NADFAS and other local organisations (Action Plan 3.1 and 4.2). They will be trained and learn new skills alongside existing volunteers and staff to contribute to four key operational areas;  Education

 Conservation

 Interpretation

 Research and Publications

For further details see Appendix 10 and the Management and Maintenance Plan. 33

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 9

Future & target audiences

The stage one HLF application identified the following key audiences for the Mansion House:  York residents  School groups  Visitors to York, tourists who are local, national and international  Adult education groups  Special interest groups, e.g local history groups and silver societies

 Researchers including academic researchers Throughout the development period public consultation, work with focus groups and the development of the Mansion House Audience Profile indicated the robustness of the initial choices made, but the key audiences have been refined to include family groups, and children and young people . The audiences we now propose to target are:  York residents  School groups  Tourists and day visitors  Adult learners, including special interest groups and researchers

York residents are a critical audience for the Mansion House and also comprise families, children and young people. This audience, which has not traditionally visited the Mansion House, has been targeted during the development phase. These groups are the future visitors of the Mansion House and are therefore critical to build sustainable audiences and thereby ensure long-term resilience. Given the prime position of the Mansion House in St. Helen‟s Square at the centre of York, tourists and day visitors are also an important audience segment for the Mansion House. 34

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

The choice of these target audiences for the Mansion House also fits the Audience Profile of York in Appendix 1.

Given the relatively limited numbers of visitors currently accessing the Mansion House, there is a need to build the core audiences in the first three years. Thereafter it is envisaged that the Mansion House will develop plans to work with other audiences; for example, the under 5s, adults with Dementia, extending the work with BME groups and other harder to reach audiences. However, there is a great need in the first two years after restoration to focus on the core audiences, including tourists and day visitors to build a sustainable visitor base. The gate money accrued will enable the Mansion House to achieve its further aim of becoming financially resilient and self-sufficient (See Business Plan).

9.1

York residents

York residents, including adults, young people and children, are one of the most important Mansion House audiences. The Mansion House represents nearly 300 years of democratic tradition in the city and is situated in an area of York which has been associated with the civic centre of York for over 1,000 years. York residents feel very passionately about the Mansion House as the official residence of the Lord Mayor and a tangible link to the continuity of their civic heritage. As one participant in the public consultation weekend commented “As a "resident of York for 79 years” young! The Mansion House has always been part of our history-our heritage- since my childhood days".

Throughout the consultation undertaken with different groups of York residents as part of the development phase, this central message was expressed by York Youth Council, the Young Inspectors and York Rotary Club, as well as by BME residents 35

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN consulted during scrutiny reviews and citizenship ceremonies. Young or old, York residents feel very strongly about the pivotal played by the Mansion House in their civic heritage and are eager to be involved in the redevelopment of the Mansion House. It is therefore vitally important that York residents are engaged in the initial stages of the process of redevelopment in the delivery phase.

A series of activities and further consultation targeted at York residents are proposed in the early stages of the Action Plan, including “Hard Hat tours”, social media, a touring exhibition and advisory and focus groups to ensure that not only do York residents feel informed about the redevelopment of the Mansion House, but that they are actively engaged in a two way process of communication and consultation during the project (See Action Plan, 1.1, 1.3). This consultation will not end in year one, but through regular consultation with advisory boards, Friends of the Mansion House and other interested groups, this process will continue throughout the project and become part of the management structure of the mansion House after the HLF project ends (See Maintenance and Management Plan).

York residents, as Friends of the Mansion House and volunteers, will be given opportunities to be involved in the Oral History Project (Action Plan, 3.7), and may also participate in researching the site and collections in the proposed research room (Action Plan, 3.13). York residents will also benefit from accessing our touring exhibition/s and on-line materials either pre or post visiting the Mansion House (Action Plan, 1.1, 3.5). To encourage repeat visits from York residents, a series of seasonal ticket and self-guided civic and heritage events, informal learning talks and events, and exhibitions are also planned(Action Plan, 1.7, 2.4, 5.2, 5.3). To enable York residents to access this “jewel in the crown” of their civic heritage, entry to the Mansion House will be free of charge on production of a York Card.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

However, to ensure financial resilience and long-term sustainability, residents may be charged for some events. Many York residents will also be members of special interest groups, researchers, members of Guilds and local businesses and have families, so may be interested in other charged and free activities which are planned below. Many York residents participate in Citizenship ceremonies in the Mansion House and these events will continue after redevelopment. Whilst the audience profile indicates that York has relatively few BME residents (Appendix 1), these audiences will be engaged as part of the Outreach programme to schools and Hard to Reach groups (Action Plan, 2.1) 9.2

Tourists and Day Visitors

Tourists and day visitors are an important set of visitors for the Mansion House; many of them will not have visited previously. As outlined in the Marketing and Communication Plan, these visitors will be interested in the Mansion House as the first purpose built house for a Lord Mayor and an example of an historic town house with a unique civic collection. Tourists, along with York residents, will benefit from the increased public opening hours, improved interpretation strategy, as outlined above, including the audio tour, written guides, and publications (Action Plan, 1.4, 3.6, 3.4). An immersive sensory visitor experience will enhance a visit to the Mansion House for all visitors including those with sensory or physical impairments, including hands on demonstrations and digital interactives (Action Plan, 3.11, 3.9, 3.3).

Virtual visitors to the Mansion House website will benefit from an improved interface and additional information on aspects of the civic heritage of the Mansion House and its collections, digital interactives and improved visitor information. 37

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 9.3

Family groups, Children and Young People

Family groups, children and young people are also very important audiences for the Mansion House, as many will be York residents. Children and young people are also the future citizens of York and guardians of York‟s civic heritage. Priority 13 of the City of York‟s 2009 -2012 Children and Young People‟s Plan is to ensure that “children and young people make best use of York‟s unique culture and heritage to participate fully in their cultural entitlement” and the Action Plan is in alignment with this strategic direction.

In the Action Plan a range of activities are planned for families and children including child friendly audio, written and tactile trails around the Mansion House and make and take workshops (Action Plan, 1.4, 3.2), Holiday workshops (Action Plan, 1.5), and term time clubs; The Mayor Bears (aged 5-7), Silver Dragons (8-13) and Young Ambassadors (14-25) (Action Plan, 1.6). These activities will be rooted in the major themes of the Mansion House collection, local democracy and York‟s civic heritage.

During the development phase a range of activities were created and piloted on the Open Weekend and the Assize of Ale (Appendices 4 and 14). These proved to be very popular. As one mother remarked on the open weekend “I have a 7 yr old boy who can be like a bull in china shop! The open space and activities in the blue room were perfect to keep him engaged. “Pilot drama activities were also trialled during the summer with York Speech and Drama. Comments from children were very positive “I liked the pictures and the drama and it was cool doing it in the Mansion House” as were comments from parents “ I thought it was a fantastic place to do a performance, great to use a York building we don't normally have access to.” (Appendix 14).

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN Through engaging young people in real specific heritage projects at the Mansion House, (Action Plan, 1.2) we also aim to raise the profile of the Mansion House, as well as providing opportunities for young people to actively develop new skills, learning and knowledge. Young people who are York Residents will also be involved in the Young People Advisory Board (Action Plan, 1.3) and have opportunities to be actively engaged in specific heritage projects as part of their study at York‟s universities (Action Plan, 1.2) .

Whilst developing this Activity Plan, groups of Young People have been targeted to ascertain their views on the development of the Mansion House and the proposed interpretation and learning programmes. As part of the development phase a small group of young volunteers was recruited to assist with special events. This indicates that, once aware of the possibilities at the Mansion House, there is genuine interest in volunteering and becoming involved in activities in this segment of future audience/s. There is also a strong foundation on which to build a Young Persons Group as part of the management structure of the Project. 9.4

Adult learners including special interest groups and researchers

Prior to the stage one application, the Mansion House had trialled and piloted specialist guided tours of the Mansion House and a ten week Adult Education class in partnership with the University of York, based on the stories of the Lord Mayors of the City of York. Adult Learners, whether leisure learners, specialist interest groups, researchers or informal and formal learners are visitors that have a real interest in the civic heritage of the Mansion House and its collections. This group is another key audience for the Mansion House.

From the consultation undertaken with participants during the development phase a three- pronged strategy has been adopted for the Mansion House adult learning

39

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN programme in association with our partner organisations such as University of York, CYC Adult Education Service and YAT;  Formal learning  Informal learning  Public programme 9.4.1 Public programme, The public programme will include daily and pre-booked specialist tours of the Mansion House and its collections (Action Plan, 1.4 and 3.8). In addition, as one member of the YAYAS group commented during consultation, “[there is a] Need to have changing displays to encourage repeat visits” (Appendix 8). Therefore, as part of the aim to improve the interpretation of the Mansion House, a series of miniexhibitions, events and themed days will be planned to engage our local audiences with their local heritage and encourage repeat footfall (Action Plan, 3.12).

These events will be complemented by a public programme of events targeted at informal learners (See Learning Policy). Through consultation with participants it was apparent that there was a great need for a programme of “dip in, stand alone” activities aimed at informal learners as part of their leisure activities. Therefore, a programme of seasonal ticketed and self-guided civic and heritage events will be planned as part of the improved interpretation of the house, including walks, object handling and workshops on aspects of the collections such as tea-making and the gold and silver collections (Action Plan, 1.7). 9.4.2 Informal learners During the consultation period participants also expressed an interest in other heritage activities, “18th century and 19th century room dressing events such as flower arranging and display of the period .” and as one WEA visitor remarked “Can you run courses- be a cook for the day, butler, maid, footman etc.?” The 18th century 40

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN kitchen was seen as a unique aspect of the restoration and interest in the cooking demonstrations on the Open Weekend indicated that this would be one area of interest. Other visitors were interested in the portraits, stories of the Lord Mayors and the civic history of the city of York (Appendices 7 & 8).

During the development phase the Mansion House worked with Kyra and the Castle Museum, York as part of the ALICE project (Addressing Loneliness Through Intergenerational Communication and Engagement). This intergenerational project, involving older and younger women, used the Mansion House kitchens to make scones and broth whilst exploring stories about food now and in the past. Over 20 volunteers and participants used the existing kitchen facilities, engaged in discussions about historic cooking and handled artifacts (See Appendix 9). This pilot was very successful.

Based on this pilot and other feedback from public consultation, a programme of lunchtime and evening lectures and a series of creative and craft workshops exploring the core themes of the Mansion House and its collections have been incorporated into the activity plan and the Learning Policy, thereby increasing opportunities to learn about civic heritage and history of the Mansion House (Action Plan, 2.4 ). 9.4.3 Formal learners Building on the pilots trialled prior to Stage One, day schools and 10 week courses on the civic heritage of York and the Mansion House, the stories of the Lord Mayors and other courses will be offered as part of a formal lifelong learning offering (Action Plan, 2.3). It is envisaged that some adult learning programmes will have a small charge to cover the costs of providing the event and ensure long-term financial sustainability.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

9.4.4 Research room From consultation with specialist groups such as the WEA, many participants expressed the need for a research room where the documentary history of the Mansion House and its collections and the stories of the Lord Mayors could be studied (Appendix 8). In response to this audience need, a research room will be established on the second floor, above the State Room, where interested researchers and volunteers will be able to study aspects of the Mansion House (Action Plan, 3.13). This is also in alignment with the conclusions of James Edgar in the Conservation Management Plan Volume 1 submitted as part of the Stage D submission. “5.11.4. At present there is no single archive on the building. Files are held in the Mansion House, in the planning department and, most importantly, by the City Archives. Copies of all significant papers, particularly the plans, drawings and accounts, on the history of the house and works should be gathered together and held at a single location with a copy of all material at the Mansion House. High resolution copies of all archive material should be obtained and made available to those with an interest in the property11. “ 9.4.5 Events programme During the consultation period, participants, young and old, were eager to be able to experience Georgian costumed dining events and murder mysteries based on the heritage of the Mansion House (Appendices 7 & 8). The proposed staffing structure post restoration will not have the capacity to deliver these events on a regular basis, therefore these events will be delivered by external providers. To cover the costs of external providers and in alignment with the Business plan and Funding Strategy, these events will be charged for (Action Plan, 5.2 and 5.3)

11

James Edgar, Conservation Management Plan, Volume 1, p. 54

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

9.5

School groups

As stated above, children and young people are an important audience for the Mansion House. As outlined in Appendix 12, within a fifteen mile radius of the Mansion House there are 162 schools: 49 secondary schools and 113 primary schools, including 74 City of York Council schools. This indicates that schools are a key audience for the Mansion House. The Mansion House is at the heart of the cultural evolution of the city of York and “Cultural ...venues ...offer children and young people the opportunity to visit places of specific interest, which can deepen their understanding of the world around them and provide fresh insight into their studies”12. Therefore the Mansion House is ideally positioned to provide local and regional schools with a unique insight into York‟s civic heritage.

Currently the Mansion House has relatively few school visits, so this audience was targeted during the development phase by: 

Recruiting trainee student teachers from ITT providers in the Primary and Secondary phases to work on resources making the links to the National Curriculum explicit. (See Appendix 12 for the resources created)

 Consulting a focus group of Heads of History teachers (Appendix 12)  Piloting a „citizenship through time‟ module with a group of Year 7 students at the Mount School in York (Appendix 13)  Piloting an assessed piece of Drama coursework based on the heritage of the Mansion House (Appendix 13)  Mapping the new National Curricula against the Mansion House site and physical collections(Appendix 12)

As a result of this consultation and activity, a Learning Policy for the Mansion House was created. This outlines the Mansion House approach to learning and details the 12 Cultural Education in England: An independent review by Darren Henley for the Department for Culture, Media and Sport and the Department for Education, 2011, p. 10.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN learning opportunities for Schools and Formal Learning, Informal Learning audiences and the Public Programme.

The schools programme identified in the Learning Policy and in Action Plan, 2.2, has changed from that outlined in the HLF stage one bid as a result of the consultation and mapping exercises identified above. Changes in the National Curriculum and current teacher knowledge have meant that the focal point of school sessions will not include 18th century topics initially (See Appendix 12). Instead, sessions for school groups will be rooted in the key topics of Citizenship and Local History over time, British Trade and Empire, the personal and thematic stories of Lord Mayors and those that lived and worked in the Mansion House (Appendix 11). Whilst these topic areas will be the core schools programme, as outlined in appendices 11 and 12 there are also other curriculum related topic areas which may be requested by schools.

The Mansion House will adopt a flexible approach to co planning new heritage projects with schools which are rooted in the core concepts of the house and its collections. One such opportunity was trialled during the development phase; a Theatre in Education project with GCSE Drama students from the Mount School who used the Mansion House as inspiration for their assessed performance. They will perform their drama production ‘My Grandma, the Queen of the City' in the Mansion House to and audience of invited primary schools on 25 November. The performance is based on the story of Edna Annie Crichton, the first female Lord Mayor of York. (See Appendix 13)

Through consultation with secondary school teachers, there was a general consensus that on-line materials such as pdfs and powerpoints were the most useful resources. However, Primary teachers from Lord Deramore Primary School thought

44

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN that printed resources were also important. Therefore, a variety of on-line and printed resources are produced initially to meet both needs (Action Plan, 2.1 & 2.2)

9.6

Special needs

Through consultation with teachers, the need for providing specific provision for children with additional special needs was identified. As one B.Ed student commented in her reflection on her Settings Other than Schools placement, “Not a huge amount of provision is made in the setting [the Mansion House] for children with additional educational needs, although there is a lift for disabled visitors. “ In response to this need, the Project Officer invited a group of adults with learning difficulties, Community Base, to the Mansion House to discuss the proposals and to assess the general accessibility of the house. From observations and discussions with the group it was apparent that costumes, handling collections and good peoplefocused stories were of interest to this group (Appendix 9). In response to this need, sensory and tactile handling collections for children and adults have been included in the Action Plan (Action Plan, 3.2 and 3.3). During year one it is envisaged that consultation will continue with teachers and child and adult groups to ensure that the Mansion House is an accessible learning environment.

9.7

Outreach

During the first year of the project the Mansion House will be closed, so there will be a need for an outreach box containing objects and items which link the National Curriculum to the key themes of the Mansion House. These multi-sensory tactile and aromatic materials will also form part of the provision for those visitors with hearing and/or visual impairments. A set of costumes based on the Lord Mayor and

45

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN Sheriff will be created to use in outreach and on-site group visits. Other objects and educational materials for use with school groups have been gained from the closure of Clarke Hall in Wakefield and loans from York Museums Trust.

Outreach to local schools will be the first priority during year one, to build awareness of the Mansion House and its collections. As outlined in Appendix 2, Citizenship ceremonies take place regularly in the Mansion House, which provides unique opportunities to engage in outreach with BME groups. An outreach strategy will be developed during year one of the delivery phase. Electronic outreach will also be enabled through the redevelopment of the website, social media and podcasts.

10 Overview of activities and how people will be involved During the Restoration Year the Mansion House will be closed to the public and the objects and furnishings placed in storage. Volunteers will be recruited to assist in this process and catalogue and research the items in the collections. Activities during this period will include:  „Empty house‟ weekend, to see the building empty and see the building full again after restoration  Special tours to see the works in progress  Filming some of the work on the house which can be placed on YouTube etc  Educational outreach to local schools  Touring exhibition in local libraries etc.  Recruitment and training of volunteers  Oral History project  Redevelop website

On re-opening in 2016, the Mansion House will increase the public opening hours from the current 3 guided tours on 3 days a week to five days a week from 10am to 46

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 5pm for 11 months of the year. In January each year the Mansion House will be closed for cleaning and maintenance works. On re-opening, public activities will include:  Audio tours, including tours for children and a descriptive tour for the visually impaired  Written guides for adults and children, including large print guides, and new souvenir publications  Digital materials which will be accessible on-line materials and via smartphones  Child friendly trails around the Mansion House, linked to stories and themes from the collection  Programme of make and take children's workshops and adult events linked to major York festivals such as Illuminating York, Jorvik Medieval Festival, Jorvik Viking Festival, York Chocolate Festival, Lord Mayor Week, etc.  Series of talks and events/workshops for adults based on themes from the collection  A programme of events/workshops for young adults  Adult education programmes  Schools education programme based on citizenship, democracy and local history to key into the new Primary and Secondary curricula  Publications on the history of the Mansion House and the objects in the collection  Teaching resources and information packs on and off line.  New redeveloped website  New databases compiled to enable effective targeting of audiences for specific events and maintaining registers of outreach groups and volunteers. The Mansion House will also continue to host events including dinners, conferences and recitals. 47

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

11 Limiting factors This section considers the constraints or limiting factors which will impact upon the potential delivery of the Activity Plan.

11.1 Organisation and policy There is strong cross-party support amongst CYC councillors and officers for the proposed restoration of the Mansion House. This is reflected in the financial support CYC is contributing to the HLF bid. The Mansion House is at the very heart of York‟s democratic traditions and York residents feel very strongly about the future redevelopment. The public and focus group consultation undertaken throughout the project has identified the unique position of the Mansion House as the physical embodiment of the civic heritage of the city; the home of York‟s Lord Mayor. Civic functions take place in the Mansion House at present and will continue to do so after restoration.

However, the Mansion House is also a unique resource for the Yorkshire and Humberside region and is arguably of national importance as the first purpose built civic dwelling for a Lord Mayor. By opening the doors to wider audiences there is a potential risk that the civic function of the Mansion House could be adversely affected. As outlined above it is proposed that after restoration the Mansion House will be open to the general public on 5 days a week. Appendix 17 outlines the proposed weekly schedule which aims to balance increased public access without substantially affecting civic events. This weekly schedule will be a flexible framework as there may be occasions when the Mansion House might need to close for specific important civic events. Such occasions are set out in the Mansion House Protocol in the Civic Guide as outlined in the Business Plan.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN In developing this Activity Plan it is clear that the Opening Doors project and its associated activities will require a greater capacity to deliver than the Mansion House currently has. Current staff have the skills and experience to manage the events planning and delivery, and marketing and promotion i.e. the Civic Services and Marketing Services Co-ordinator and the Visitor Services Co-ordinator. Other aspects, such as Learning & Education and day to day opening of the Mansion House, will need additional staffing. If successful in the bid, a new staffing structure will enable 3 House Stewards to be recruited to open the house to the public. An Education and Learning Officer will be recruited for the duration of the Project. The range and roles of volunteers will also be expanded. (See Appendix 10).

11.2 Marketing and promotion During the open weekend many visitors expressed surprise that the Mansion House was open to the general public, therefore there is a need for effective marketing and promotion to raise awareness of the Mansion House as a heritage venue. Marketing and promotion with our partners, such as “Make it York” (was Visit York), Welcome to Yorkshire and the York Archaeological Trust, as outlined in the Marketing Plan, will ensure that the Mansion House has increased awareness and visibility in the local tourism market. 11.3 Other challenges The Mansion House has limited parking onsite, with just one disabled parking space. This may affect visitor numbers and levels of uptake of activities. However, the Mansion House is situated near excellent bus and train networks and is in the centre of York‟s pedestrian precinct. Coaches can set down and pick up groups of visitors only a 5 minute walk away from the Mansion House.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN

12 Managing activities, risks and delivery The risks to the Activity Plan, are included as part of the overall risks to the project as identified in the Risk Register13, the most pertinent risk being “social attitude” and/or “lack of engagement from target audiences”. However, as the consultation process has shown “the project already has a firm foundation in the community and visitor requirements. This has been achieved through visitor surveys, special events for educational and learning opportunities for children and adults.” 12.1 Staffing As described in the Management and Maintenance Plan, Business Plan section 7.2.1 and Appendix 10, the responsibility for overall implementation of the Activity Plan will be held by the Mansion House & Civic Services Manager. Two other current roles will also be focused on delivering the activity plan. 

Civic & Marketing Services Co-ordinator - responsible for day to day civic services provision for the Lord Mayor and the delivery of the marketing plan

 Visitor Services Co-ordinator - responsible for the day to day running of the Mansion House when open to the public and external bookings.

Two new roles will be created, but only one of these roles will be HLF funded: 

Mansion House Stewards x 3 full time - responsible for opening the house to the public and will report to the Visitor Services Co-ordinator. They will also lead guided tours, and give talks and demonstrations as part of the interpretation strategy.



Education and Learning Officer (HLF funded) - will be responsible for the formal and informal learning activities on-site and off-site, liaison with schools, teachers and other visiting groups, and will manage the recruitment and retention of Mansion House volunteers (See Job Description in Appendix 10)

13

Stage D submission, Volume 1, p67.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 12.2 Volunteers Volunteers will be encouraged to take active and participatory roles. See Appendix 10 for role descriptions of the following:  House Guides -x 18 recruited over 3 years  Assistant Stewards - x15 recruited over 3 years 

Demonstrators - x4 recruited over 3 years

 Research – x 12 recruited over 3 years  Social Media – x2 . recruited over 3 years  Education Volunteers - x18 recruited over 3 years  Outreach Volunteers – x2 recruited over 3 years

12.3 Training As outlined above, staff and volunteers will follow a programme of training specified in the Management and Maintenance Plan and Appendix 11 Learning Policy. One aspect of this training will be that of demonstrating food in the restored 18th century kitchen. Professional Food Historians Annie Grey and Peter Brears have been retained to deliver this training if the Mansion House is successful in the bid (Appendix 19). Peter Brears will provide the historically accurate information on how to use the 18th century ranges, whilst Annie Grey will focus on how to actively engage visitors in historic interpretations and demonstrations. Annie Grey has outlined the proposed training in Appendix 19. 13 Measuring Success During the development phase, over 1,000 individuals have been consulted and feedback and information gathered to provide a baseline against which future success can be measured. The evaluation and feedback mechanisms used in the development phase will continue during and beyond the project with additional 51

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN evaluative mechanisms such as the establishment of advisory groups including teacher, young people and York residents. 13.1 Key quantitative measures of success are: 

Increased public access to the Mansion House o evidenced by daily tallies and use of research room o target over 3 years of project 17,000 general visitors p.a.



Increase in numbers of volunteers, volunteers trained, use of research room and volunteer hours spent on the project o evidenced by volunteer register and timesheets o target – 74 new volunteers recruited & 94 trained over 3 years



Increase in numbers of activities held in the Mansion House for young people, families and general visitors, including specialist tours, o evidenced by bookings and attendance at events o targets over 3 years 

10 hard hat tours

 1 empty house weekend  4 mini-exhibitions  3 children‟s trails  21 drop-in & Make and Take children‟s workshops  15 children‟s day workshops  60 Mayor Bear and 60 Silver Dragon events  15 Young Ambassador events  33 outreach visits  18 specialist guided tours  22 corporate events  Increase in participation in activities o evidenced by numbers attending events, booking forms, registrations and ticket sales (where sold) 52

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN o targets over 3 years 

hard hat tours- 200 participants

 1 empty house weekend – 600 visitors  4 mini-exhibitions- 2,000 visitors  3 children‟s trails- 900 child visitors using trails  21 drop in & Make and Take children‟s workshops- 420 participants  15 children‟s holiday workshops- 240 participants  60 Mayor Bear and 60 Silver Dragon events- 1,600 participants  15 Young Ambassador events- 180 participants  22 Outreach visits- 550 participants  18 Specialist guided tours- 180 participants  22 corporate events - 440 participants  5 community workshops – 50 participants  Increase formal learning groups visiting the Mansion House o evidenced by numbers attending events, booking forms etc. o targets over 3 years  38 Adult Education workshops/day schools - 920 participants  18 Leisure learning walks/lectures - 180 participants  36 Formal Education Groups from schools - 1,320 participants 

Increase in skills gained by staff and volunteers o evidenced through training records, number of training events attended by staff and volunteers



York Residents, tourists and international audiences virtually engaging with the Mansion House and its collections online o -evidenced by numbers of web-hits, dwell-time, geographical location, YouTube, Twitter and Facebook interactions etc. o Targets over 3 years,  Increase in web-hits from 650 per moth to 1,000 a month 53

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN  decrease in average bounce rate from 55% to 80% a month  Increase in average number pages viewed from 3 to 10 per visit  Increase in dwell time from an average of 1 minute to 5 minutes  Numbers of donors and sponsors to enable long term sustainability o evidenced through donor records  Increase in income from activities and events to enable long term sustainability o Targets –Year 2- £79,450 , Year 3- £85,200 (See Business Plan)  Further development of various databases which work seamlessly together making maximum effective use of resources to ensure a pleasurable visit for visitors o Targets – creation of Volunteer, Marketing and Education databases

13.2 Key qualitative measures of success are  Positive visitor feedback and high levels of awareness amongst local and wider audience/s o evidenced by evaluation forms and visitor comments, exit survey, observation, comments book/box, suggestion box, Post-it wall and through advisory groups  Visitors experience the Mansion House in an immersive, sensory & tactile manner o evidenced through staff and volunteers‟ observation, questionnaires and exit surveys,  Visitors gain a deeper understanding of the significance and importance of the civic heritage of York, the role of the Lord Mayors and the History and Heritage of the Mansion House o evidenced through questionnaire, interviews and exit surveys,  Community engagement with their local civic heritage and participation in heritage events at the Mansion House

54

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN o evidenced through questionnaire, interviews and exit surveys, and through advisory groups  Visitors, volunteers and staff gaining new skills and developing a sense of ownership for the civic heritage of the Mansion House o evidenced through questionnaire, interviews and exit surveys, regularity of meetings and attendance at advisory boards  A wide range of effective and enjoyable educational programmes which engage, inspire and interest visitors of all ages o evidenced through questionnaire, interviews and exit surveys, teacher and pupil feedback forms  Sustainable learning opportunities, programmes and partnerships that encourage new visitors, including those who have not traditionally visited the Mansion House through outreach o evidenced through outreach register, observation, feedback forms and focus groups, and advisory groups including the Youth Council and Young Inspectors  Students and volunteers have learnt new skills o evidenced by Student and tutor evaluation 13.3 Roles and responsibilities The Mansion House and Civic Services Manager will be responsible for the overall evaluation of the project assisted by the Education and Learning Officer (See Management and Maintenance Plan and Appendix 10). 13.4 Evaluation and validation Quantitative and qualitative evaluation and consultation will be analysed monthly for internal reporting. Every three months a short report on the Mansion House visitor numbers and profile will be produced for analysis of longer term trends and to ensure targets are being met. This quarterly evaluation will be shared with “Hidden

55

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN Gems” the York Small Attractions Group, managed by “Make it York” (was Visit York), and placed on the Mansion House website. We will also participate in the Visit England annual feed back process.

At the end of the 3 year project we will work in partnership with an FE and/or HE institution to commission overall analysis of the project quantitative and qualitative data collected, interview participants and stakeholders and produce a written report (Appendix 20). Through this, young people will gain experience of real life projects in the Mansion House and further develop their skills and knowledge.

The Mansion House will also validate the standards of visitor experience, education and collections management through external awards. For instance in year 3 of the project the Mansion House aspires to be awarded the Sandford Award for Heritage Education and the Learning Outside the Classroom Quality Mark for the formal and informal education programmes. To validate the standards of visitor experience and volunteering, the Mansion House will aim to achieve the Welcome Host standards and Investing in Volunteers awards. Throughout the delivery period the Mansion House will working towards developing the infrastructure required for museum accreditation. The Mansion House aims to achieve museum accreditation in year 4, which will provide external verification of standards of visitor experience, including education and collections management etc. 14 Longer term benefits and sustaining activities The Opening Doors project will ensure that the Mansion House, the symbolic heart of over three hundred years of civic heritage in York, will not only be conserved for future generations, but also publicly accessible, on-site and off-site, by present and future local, regional and national audiences. As outlined in the Learning Policy the strategic vision is to develop the Mansion House into a leading local and regional centre for learning and discovery about civic democracy and local history. York

56

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN residents, young and old, will further benefit by actively participating in the future development of the Mansion House through advisory boards, in volunteering roles and contributing to research and publications.

Sound financial stability and management is fundamental to the longevity of the Mansion House after the end of the project, as it will enable the continuation of the maintenance, educational development, conservation and access to the collections in the longer term. Therefore the Action Plan, below, has been designed to be selfsustaining with the income for charged activities being used to fund consumables and/or external providers for future activities.

Aims 5 & 6 of the Action Plan, in conjunction with the Business Plan and Fundraising Strategy are also aimed at raising income from corporate events, sponsors and donations. Along with a robust charging policy for entry to the Mansion House (for non-York residents), and special events, it is envisaged that the income-generating activities contribute towards the building‟s upkeep. The City of York Council will continue to provide a base budget to cover the operation and support costs of running the Mansion House. However, any income achieved, above the CYC buildings income target, is now ring fenced and held within the Mansion House reserve fund, which exists to benefit the building or its contents. It is planned that the income generated from core and secondary activities will be sufficient to support the continuation of the Education and Learning Officer post, and any learning and marketing materials needed after the end of HLF funding. 15 Benefits for the organisation and legacy The benefits of the Opening Doors Project for the Mansion House are increased and broadened engagement with the wider community of York through increased volunteer participation and family and schools activities on and off-site. The project will also strengthen existing partnerships with YAT and the University of York, as well as providing opportunities for new partnerships to be developed. The Mansion 57

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN House will benefit from opening the doors to engage wider audiences with the civic heritage of York and thereby build a sense of civic pride and ownership. The Mansion House staff and volunteers will also benefit from learning new knowledge and skills.

The restoration of the Mansion House and associated activities will change the interpretation and displays within the building and thereby have a significant impact on the working practises of existing staff and volunteers. The move from guided tours to a flexible and immersive sensory learning environment will actively change the roles of staff and volunteers to facilitators, educators and demonstrators, with an audience-focused ethos. 16 Sharing the lessons learned Lessons learned through developing the project will be shared locally with other heritage organisations through partnership working on projects and education programmes. Evaluation and reporting to HLF will mean the Mansion House can provide project examples and experience to future applicants. Lessons learned will be shared through applications for the Sandford Heritage Award, Learning Outside the Classroom and other awards and the accreditation process. The Education and Learning Officer will also disseminate findings from the project through education and heritage networks offering case studies to relevant local / national bodies, seminars and conferences as appropriate.

58

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 17 Activity Plan Costs These costs also form part of the Project Cost Plan in the Stage D submission Volume 5, Appendix 13. In addition the costs of the Education and Learning Officer Post are calculated at £60,000 over 3 years (Cost Plan 7E). ACTIVITY PLAN – OVERALL COSTS Costs covered by gate monies

Aim

Activity 1.1

1.

1.2 1.3 1.4 1.5 1.6

2

3

1.7 2.1 2.2 2.3 2.4 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8

4

3.9 3.10 3.11 3.12 3.13 4.1 4.2 4.3

5

6

5.1 5.2 5.3 5.4 6.1 6.2 6.3 TOTAL

Activity Public engagement with process of restoration and Public Consultation Engaging young people and evaluation Advisory boards General visitors to Mansion House Holiday workshops for children . Term time, Mayor Bears, Silver Dragons & Young Ambassadors Adult civic and heritage events Building awareness of Educational opportunities Core schools programme Core adult lifelong learning programme Adult leisure learning Training volunteers Tactile baskets Objects for visually impaired Written guides On-line materials and redevelop website Audio tour handsets maintenance Oral histories Specialist tours Digital interactives and community workshop Schools competition Demonstrations Mini-exhibition Research room Special interest and volunteers- packaging Museum accreditation and Pink pass Recruiting volunteers Bookings systems Ticketed events Showcase events for business community Support the Mansion House Marketing Social Media Donor wall

Consumable

Core Formal Education Materials

Web development

Informal leisure learners and general Visitor materials

Training

Volunteer equipment

Evaluation

Audio Tour Maintenance

In Kind costs of Volunteers and staff £700 In Kind- tea and biscuits £1,000 £2,600 Costs covered by gate monies taken £900 £1,624 Costs covered by gate monies taken £2,100 £270 £270 £6,500 £500 £1,600

Costs of initial production in capital costs. In House training In kind costs of volunteers and staff £126 £800 £500 £1,008 Staff and volunteer times In House Costs covered by gate monies taken Marketing Budget £5,440

£2 650

£500

£6,500

£2,100

£1,008

£700

£1,600

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 18 ACTIVITY PLAN PROJECT PLAN

60

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN SECTION C19 Action Plan for activities This Action Plan uses the format recommended by the HLF in „Planning Activities for Heritage Projects‟ (2008). They have been numbered Activity 1- 6 in alignment with the project aims (see left column). The timetable refers to an Activity Project Plan completed as part of the HLF bid, section18 in which Month 1 is the first month of activity following confirmation of funding. The Project Plan used here assumes the Education and Learning Officer would then be appointed in Month 1. Targets and evaluation refer to those put forward in section 13 of this Plan. HLF aims met refer to the HLF‟s Learning (L) and Participation (P) Aims referred to in section 4 of this Plan. PROJECT AIM -1. We will increase and enhance public access and community involvement in the Mansion House a) We will raise awareness of the significance and role if the Mansion House and its collections in the city of York. b) We will increase public visits to the Mansion House c) We will increase public engagement with the cultural and civic heritage of the Mansion House d) We will widen the range of audiences visiting the Mansion House 1.1 We will develop opportunities for interested York residents and tourists to engage with the process of the restoration of the Mansion House. Visitors to the Mansion House will gain a deeper understanding of how and why a building “Grand and Good Enough” for the dignity of the Lord Mayor was needed and built between 1725-32. This will raise awareness of the significance of the building. A series of “Empty House” Open Days and “Hard Hat” tours will be promoted through twitter, facebook and the CYC website, “Make it York” (was Visit York), and Visit Yorkshire, to enable York Residents and Tourists to get “face-to-face” with the restorative processes at the Mansion House. An online “real-time” film of the process of the redevelopment will be available on line to enable wider access to the restoration process. A community project involving local photographers will be encouraged to submit their responses to the Mansion House Benefits HLF for people Audience Timetable Activity (Output) Resources Targets & measures of success Method(s) of evaluation Cost Aims Focus groups and public consultation events to Public and staff consultation event/s and Evaluation forms and Staff costs L&P engage the local community in the redevelopment of focus groups- continuing the visitor and staff the house and advise on various aspects such as consultation on the physical comments. Interview, Exit Hard Hat Year One design layout, interpretation and signage. redevelopment and restoration of the survey, observation, tours are part 2015/16 Mansion House. comments book/box, of One free-flow “empty house “weekend – suggestion box, Post it contractor/arc „Empty house‟ weekend, to see the building empty target 600 visitors. wall hitect costs. Staff time and 10 pre-booked Hard Hat tours at various Year One L&P York volunteer time stages of the redevelopmentmax. 20 2015/16 residents Risk York per visit – 200. Hard and tourists Assessment residents Recruit and train 6 volunteers and/or Hat tours Architects etc. and tourists Friends of the Mansion house to will learn Hard Hat tours to see the works in progress at participate in tours as part of the about and different stages of the process background for future Mansion House be involved tours. in the Positive feedback and high levels of process of awareness amongst local and wider restoration audience. of the Filming process of Mansion House redevelopment Online “real-time” webcam of the Numbers of webhits, Part of webL&P Mansion York which can be placed on you tube etc and later the process dwell-time, geographical site House Residents Mansion House website One edited film of redevelopment location stat etc. redevelopme and Online “real-time” webcam of the process Staff time. process nt costs Tourists, One edited film of redevelopment process Internal Year One wider Dr. Helen Graham of Leeds University and York cameras 2015/16 regional, Past and Present will be involved in photographing On-line realnational and and documenting the process of packing away, time vide international restoration and reopening the house. This will be audiences documented and archived on-line by York Past & Present. 61

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN “Open Doors” weekly updates via twitter, facebook and on the CYC website

York residents

Year 1-2 2015-16

Touring exhibition updating process in the Guildhall, West Offices and partner sites in York. Opening Doors mini-exhibition. Photography clubs, individuals and the Friends of the Mansion House will be invited to submit a photograph and/or photographic montage/storyline of the redevelopment of the Mansion House for a temporary display/exhibition in the Mansion House when it reopens Community groups will be invited to photograph the stages of restoration.

Twitter and facebook interactions, webhits, dwell time etc. Staff time and volunteer time Exhibition boards and display materials

One mini –exhibition – 500 visitorstouring Guildhall and partner sites in York. One mini-exhibition on reopening of residents photographic images, on-line and on-site- 500 physical visitors, 1,000 virtual visitors Positive feedback and high levels of awareness amongst local and wider audience/s.

Numbers of webhits, dwell-time, geographical location etc

Staff time. volunteer time

.L&P

Evaluation forms and visitor comments.

1.2 We will further develop opportunities for young people to be actively engaged in real specific heritage projects at the Mansion House which will include:  



the “real-time” web cam capture of the restoration process of the Mansion House to recreate a building “ Grand and Good Enough” for the Lord Mayors of York Researching educational and heritage projects connected with the key concepts of the Mansion House which may include, o “Grand and Good Enough”- conservation aspects o “Lords of the City”- the personal lives of the Lord Mayors o “At the Lords Table”-the tradesmen and suppliers to the Mansion House o “Donors and Patrons”- the individual stories of objects, paintings etc. o “Lord, ladies and cooks”- Mansion House links with trade and empire Working with children in “settings other than schools”

Benefits for people

Audience

Young People will gain experience of real life projects in the Mansion House . Young People

Timetable

Activity (Output)

Year1-2, Sept 2016 launch

Real-time webcam of redevelopment of the Mansion House involving young people from local HE and/or FE institutions to creating a new accessible website.

Year 1-5 2 MA students pa from IPUP

Working with the Institute for Public Understanding at the University of York engaging young people aged 18-25 in paid internships investigating different aspects of the collections Working with St. John‟s University, York engaging young people aged 18-25 in placements as part of their Bed degree assessing the educational resources of the Mansion House for the Primary audience Working with groups of students and their tutor in year two to commission an analysis and evaluation of the project in year 3 compiled from the quantitative and qualitative data collection techniques outlined above. See also Evaluation brief.

Year1-5 2 Bed students pa from St. John‟s University, York Year 2- Group of B.A and/or BMA Marketing and/or Business Studies students

Resources Mansion House Manager, Education Officer, Civic Officer, Visitor Services Coordinator & Volunteer time Education Officer time Volunteer time Education Officer time

Education Officer time

Targets & measures of success Real-time webcam infrastructure created

Method(s) of evaluation User evaluations, onsite feedback, numbers of webhits, dwell time, downloads etc.,

Part of website redevelopm ent

2 students engaged per year 1 research project completed per year 2 students taken on placement per year. 1 set of activities and/or evaluation undertaken each year Group of students working on live brief in years 2 and 3.

Student and tutor evaluation

Education Officer time

L&P

Student and tutor evaluation

Education Officer time

L&P

Student and tutor evaluation

Education Officer time £700

L&P

Cost

HLF Aims L&P

62

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 1.3 We will create opportunities for Young People and York Residents to be active participants in the redevelopment process through setting up a series of advisory boards to assist in the overall long-term management of the project, thereby continuing the civic heritage of democratic interaction between York’s Citizens, the “Lords of the City” and the Mansion House. (See Management and Maintenance Plan) Targets & Method(s) of HLF Benefits for people Audience Timetable Activity (Output) Resources measures of Cost evaluation Aims success Young people and York Year 1-5 Young People Advisory Board will be set up involving Project Manager, Two meetings a Participants know that Project L&P residents will be actively Young young volunteers at the Mansion House, York Youth Education Officer time, year for each group their views can affect Manager, engaged in the planning People Council, the Young Inspectors, Shine, the Mansion House Volunteers (See Management change and that their Education and development of Ambassadors and other youth groups in York. and Maintenance views are valued. Officer time activities, and benefit Plan) Year 1-5 A Local Community Advisory Board will be set up to from two-way Regularity of meetings Tea, coffee advise on the management of the long-term project with York communication with the and of attendance. and biscuits representatives which may include the Friends of the Residents Mansion House Mansion House, Volunteers and wider representative groups 1.4 We will enable increased public access to the Mansion House by providing longer opening hours and a series of free-flow drop in activities for a range of age groups and a range of learners visiting the Mansion House including leisure learners, family groups. These activities will be focused on the key themes of the project including: o Grand and Good Enough”- how the Mansion House was built o “Lords of the City”- the personal lives of the Lord Mayors o “At the Lords Table”-the tradesmen and suppliers to the Mansion House o “Donors and Patrons”- the individual stories of objects, paintings etc. o “Lord, ladies and cooks”- Mansion House links with trade and empire Children’s activities may include a series of free-flow activities connected to local and regional events as well as key events in the civic calendar. A“Passport to the Mansion House” card which could be stamped on each visit and/or participation in activities at the Mansion House. With 10 visits and/or stamps children would win a Mayor Bear badge thereby encouraging repeat visits. Benefits for people York residents and tourists will have increased access to the Mansion House

Audience

Timetable

York Residents and Tourists

Year 2-5

Families and Family young people Groups will learn new skills, and develop a sense of ownership for the civic heritage of the Mansion House.

Sept-Dec 2016 Animal trail Jan-Dec 2017 – new trail each year May- Dec 2017 - 7 workshops Jan-Dec 2018 - 14 workshops

Activity (Output)

Resources

Targets & measures of success

The Mansion House will be open to the general public from 10.30am-5pm Wednesday-Sunday (last entry 4pm) thereby enabling greater access to the house and its collections. There will be three ways to engage with the Mansion House -Audio Tour and/or simple written guides -Free flow self-guided -Pre-booked guided tours Recruitment of 5 volunteers a year to provide guided tours etc. Child friendly trails around the Mansion House linked to stories and themes from the collection e.g. animals, the building of the Mansion House

Mansion Year 2- yearly target of House staff 17k general visitors and Volunteers Year3fx at least 5% increase year on year

Programme of make and take workshops linked to major York and National events such as the Medieval Festival, Chocolate Festival, Food Festival, Yorvik, Lord Mayor Week, Democracy week, Georgian Festival, Black History week, Big Draw and Adult Learners month etc. which may include seal making, storytelling and embossing with Sillhouettes/Collage. Seal making, Dressing up, Hat making etc. wigs foil etc. .

Education Officer time and consumables. Volunteer time etc.

Method(s) of evaluation

Cost

HLF Aims

Visitor figures Evaluation forms and visitor comments

Staff time

L

Numbers and profile of participants, visitor questionnaire. Evaluation forms Feedback from staff and volunteers.

Consumabl es budget£500 pa (designing and printing trails, colouring in sheets, foil mayor bear stickers etc.).

L& P

Recruitment of 5 volunteers a year to provide guided tours etc.

Education Officer time

Numbers of children participating in trails Yr 1 = 0 as closed Yr 2 = 300 Yr 3 = 600 Average of 20 children per session = Yr 1 = 0 - Mansion House closed Yr 2 = 140 Yr 3 = 280 Recruit 2 volunteers a year to assist with activities

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 1.5 We will develop a series of holiday workshops for children investigating different aspects of the collection in interesting and engaging ways. Benefits for people

Audienc e

Timetable

Activity (Output)

Resources

Targets & measures of success

Method(s) of evaluation

Cost

HLF Aims

Children & young Children From Year 2-fx Series of holiday workshops on the key concepts Education Year 2- five workshops a Numbers of participants Cost of people will be aged 8of the Mansion House which may include on a Officer time, year (24*5 =120) and feedback external engaged with their 13 varying basis, drama workshops, object handling, external Year3 fx – 10 workshops forms/post its provider/s local heritage and craft workshops in the Mansion House providers a year- 240 per annum will be participate in Recruit 2 volunteers a covered by heritage events at year to assist with gate money the Mansion House activities 1.6 We will develop a series of workshops and a programme of activities for young people and children during term-time. This may include three different specific “clubs” including: The Mayor Bears Club for those aged 5-7, the Silver Dragons Club for those aged 8-13, and the Young Ambassadors, aged 14-25. Drop in and/or pre-booked activities will be based on the key concepts of the collections which may include: o Grand and Good Enough”- the coats of arms, colour and size of the Mansion House o “Lords of the City”- the personal lives of the Lord Mayors o “At the Lords Table”-the tradesmen and suppliers to the Mansion House o “Donors and Patrons”- the individual stories of objects, paintings etc. o “Lord, ladies and cooks”- Mansion House links with trade and empire

L&P

Benefits for people

Audienc e

Timetable

HLF Aims

Children & young people will be engaged with their local heritage and participate in heritage events at the Mansion House.

Children aged 5-7

From year 25

Children and young people (aged 813) Children & young people will be engaged with their local heritage and participate in heritage events at the Mansion House

Young people aged 1425

Activity (Output)

The Mayor Bears Club -a series of Saturday morning clubs for young children aged 5-7 including:  Storytelling, nursery rhymes connected to the kitchen and portrait collections (such as Grand Old Duke of York etc.),  Stories linked to the “EBOR” logo stamped on the gold, silver, glass and ceramic collections e.g. the legendary founder/s of the city- Ebruac, other Peredur and Gwirgi, as well as mythical animals in the heraldry and seals of the Mansion House  Story trails, craft activities and object handling etc.  Children would be given a “Mayor Bear” sticker for their “Passport to the Mansion House” card. From Year 2- The Silver Dragons Club- a series of weekend art & craft workshops for 5 children aged 8-13. These activities would be part of the Arts Awards and/or the Children‟s University schemes leading to accredited badges etc. Children could also be given a “Mansion House Passport”. This series of activities could be developed with the Lord Mayor’s Scout Group. Sept 2015- fx Mansion House Young Ambassadors aged 14-25. programme A programme of events/workshops for young adults which could be part of of talks etc. Scouts/Guides badges and/or Duke of Edinburgh awards including e.g.: one a month  Behind the scenes tours linked to  Meet the Expert interests of  Video-conferencing with other Young Ambassadors etc. Young people  Mapping the Lord Mayors and their trade/s  Workshops on the portraits and personalities of the Lord Mayors  Tea and tea-making, chocolate and gold and silver collections  After school civic history clubs

Resources

Targets & measures of success

Method(s) of evaluation

Education Officer time, volunteer time.

Year 2fx -15 children a week over 30 weeks= 450 pa

Numbers of participants and feedback forms/post its

Year 2fx -15 children a week over 30 weeks= 450 pa

Numbers of participants and feedback forms/post its

Year 1= 3 events in local guildhall and/or partner sites (20*3=60) Year 2 fx 6 workshops/events per year on-site (20*6=120)

Numbers of participants and feedback forms/post it.

We will recruit and train at least 4 volunteers a year to assist with the delivery of these activities.

Cost Education Officer time, volunteer time and consumable s Consumabl es budget£300 pa (designing and printing trails, colouring in sheets, foil mayor bear stickers etc.). Speaker/wo rkshop and consumable costspumpprimed at £2,000 and then selfsustaining

L& P

L& P

L& P

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 1.7 We will develop of series of seasonal ticked and self-guided civic and heritage events at the Mansion House as part of the Public Programme for interested adults linked to aspects of the collections. These events will be focused on the key themes of the project including: o Grand and Good Enough”- how the Mansion House was built o “Lords of the City”- the personal lives of the Lord Mayors o “At the Lords Table”-the tradesmen and suppliers to the Mansion House o “Donors and Patrons”- the individual stories of objects, paintings etc. o “Lord, ladies and cooks”- Mansion House links with trade and empire Benefits for people York residents and tourists will be engaged with their local heritage and participate in heritage events at the Mansion House. York residents and tourists will be able to meet new people, gain new skills and share their civic heritage.

Audience

Timetable

Activity (Output)

York residents and tourists

From Year 2-fx A series of seasonal ticketed and self-guided civic and heritage events including for example:  Tea and tea-making, chocolate and gold and silver collection  Lord Mayor‟s walk/tour – self-guided tours linking to the various themes of the city, e.g. Crime and Punishment, Industry, Houses, tea dealers  Mayoral Inspection of City boundaries event and other civic events  Handling objects and/or costume activities

Resources Education Officer time, volunteers, and/or external providers

Targets & measures of success

Method(s) of evaluation

From Year 2- fx :  6 workshops a year(6*10=60)  6 Lord Mayors walks per year- (6*20=120)

Numbers and profile of participants (ticket data, activity records, visitor questionnaire). Evaluation forms Feedback from staff and Volunteers. Number of volunteers supporting activities

We will recruit and train 2 volunteers to assist with these activities

Cost These ticketed workshops will be selffunding or run by inhouse staff

HLF Aims L

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN PROJECT AIM -2. • We will develop greater educational provision for adult and children visitor groups  To increase knowledge and understanding of the role of the Mansion House within the local civic and democratic heritage of York  To increase knowledge and understanding of the significance of the collections within the Mansion House  Educational provision will make links to the new National Curriculum (see appendix 14) and will be focused on the key themes of the project including: o Grand and Good Enough”- how the Mansion House was built o “Lords of the City”- the personal lives of the Lord Mayors and civic democracy o “At the Lords Table”-the tradesmen and suppliers to the Mansion House o “Donors and Patrons”- the individual stories of objects, paintings etc. o “Lord, ladies and cooks”- Mansion House links with trade and empire 2.1 We will build awareness of the opportunities at the Mansion House for Primary and Secondary school audiences. Benefits for people Teachers are aware of the education programme at the Mansion House and have opportunities to be involved in co-planning specific sessions and the teacher advisory board.

Audien ce

Primary and Second ary teacher s

Timetable Year One Year 2 fx, cleaning and managing database evaluating and refreshing questionnaires and mailing materials

Teacher INSET in conjunction with YAT, and/or other local partners to raise awareness of the Mansion House and the possibilities. Year1and yearly thereafter Teacher Advisory Panel which will meet annually to assess the programme of sessions and advise on new opportunities Year One

Children and young people will learn new skills, and develop a sense of ownership for the civic heritage of the Mansion House.

Activity (Output) Creation and/or further development of Database for schools, targeted markets and engagement, using survey monkey and mailchimp, e-newsletters and printed education brochure perhaps in partnership with YAT.

Formal Educati onSchools

Educational outreach to local schools with Outreach box Sept 2015- July 2016Outreach- to schools Sept 2016- outreach to Hard to Reach groups which may include Show me it Matters, Young Inspectors etc. This may involve the Lord Mayor on visits to schools in his/her regalia.

Resources Visitor Services Coordinator and Education Officer time

Targets & measures of success Year 2Creation of a database and targeted mailings resulting in positive enquires about the educational offering at the Mansion house 1 education brochure Year 3 fx gradual build of education audiences year on year

Method(s) of evaluation Numbers of schools on database and e/mailed etc. Numbers of schools making enquiries Numbers of hard bookings Teacher feedback forms an/or questionnaires

Year 1- Teachers are aware of the possibilities at the Mansion House and are eager to explore and co-plan opportunities. Year 2-Co-planning opportunities developing new resources for and with teachers. Year one- teachers are participating in the advisory panel to meet annually.

Numbers of teachers on INSET and/or CPD days Teacher feedback forms an/or questionnaires Numbers of teachers coplanning with the Mansion House Numbers of teachers attending advisory board Teacher feedback forms an/or questionnaires

Outreach Box focused on key links to National Curriculum such as trade in the British Empire, life in the early 19th century etc. including: 1. Tactile materials such as silk, velvet, chintz marquetry, wooden, and small original objects etc. to illustrate how the connections between the Lord Mayors overseas trade and the collections within the Mansion House 2. Aromatic materials such as herbs, spices, tea block, sugar cone to illustrate the trading links to the Mansion House, 18th century cooking and the role of women in the daily tea service. 3. Costumes of Lord Mayor and Sheriff

Yr 1 = 10 outreach visits to local CYC schools ( 10/30=300) 2 outreach visits to ITT institutions e.g. St. Johns, York Year 2fx = 5 outreach visits targeted CYC non-user schools (5*30=150) 5 visits to hard to reach groups (5*20=100) We will recruit 2 outreach volunteers pa from year 2.

Targets achieved. Teacher and pupil feedback forms an/or questionnaires

Cost Visitor Services Officer and Education Officer time

HLF Aim s L

L

L&P

Outreach Box Capital setup costs £300-500 On-cost pa £100 (herbs spices etc.) Transport costs Costs of public transport year 1= £100. Year 2-5 = £50.

L

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 2.2 We will build a core education programme for Primary and Secondary school audiences Benefits for Targets & measures of Method(s) of people Audience Timetable Activity (Output) Resources success evaluation Cost Year 1 Preparation of educational materials such as Education Officer Gradually building free visits Numbers of visits Printing costs of policies, lesson plans, marketing materials etc. time and Volunteers from York schools and charged by school groups materials visits from schools outside CYC. Teacher and pupil Year One and Teacher resources and information packs on and Yr 2 – 150 school children from evaluation/feedback then refreshing off line. See example of a pre-visit session for KS2 York schools & 210 school forms. annually in (Appendix 14). children from non-York schoolsYear 2-5 Schools education programme based on Year 1total 360 school children citizenship, democracy and local history to key into Costumes used Yr 3total 960 school children the new Primary and Secondary curricula which in outreach box Yr4- total 1,440 school children could include: and education Yr5total 1,940 school children KS1/2- Story boxes/bags – Local History & Myths sessions Children and and Legends, Animal Trail, Meet the Cook, Picture £1,000. young people Recruit 2 volunteers a year to Detectives (Appendix 12) Storage trolley will learn new assist with sessions and KS2-Meet the Mayor, Mayor for the Day, Meet the and boxes £174. skills, and Formal outreach etc. Cook, Local history, Reporting the Past, Making Year 2-5 -budget develop a Educationth 18 century Food £225 pa for sense of Schools KS3Citizenship through time (Appendices 12 and consumables e.g. ownership for 13), Thematic exploration of the changing roles of printing, paper the civic Lord Mayors through history e.g. military Lord etc. ... heritage of Mayors, Trade in the British Empire and Black the Mansion House. History (Appendix12) KS4- History Site Study, Citizenship and/or Drama Theatre in Education (Appendix 13) Year1-5 Local Democracy Week, Citizenship activities based on Appendices 12 & 13 Year 3-5 Potential joint visit to partner heritage sites e.g. YAT, including a visit to Barley Hall and the Mansion House based on William Snawsnellgoldsmith of York 2.3 We will build a core adult education programme for Lifelong and Formal learners in partnership with York University, York Adult Education and other partners such as The Cocoa House Benefits for Targets & measures of Method(s) of people Audience Timetable Activity (Output) Resources success evaluation Cost York Adult Year 2 fx Adult education programme in partnership with Tutors from Adult Yr 1 = 0 as Mansion House Numbers attending Cost of tutors and residents will Learners Adult Education providers focused on the key Education providers closed courses room covered by learn new FE/HE & themes of the Mansion House including: Year 2= 4 Day schools (80) Evaluation forms gate monies from skills, and Special 1 x 10 week courses (20 Tutor feedback participants  Day Schools on Lord Mayors involvement in the develop a Interest adults) Railways (George Hudson), Chocolate, tea sense of Groups Year 3 fx 6 Adult sessions (60 dealing and interpreting the silver collections ownership for adults)  ten week course on the Civic History of York the civic and the Lord Mayors heritage of Adult workshops and activities in partnership with Tutors from CYC Yr 1 = 0 as Mansion House Numbers attending Cost of tutors and the Mansion CYC Adult Education Service including : Adult Education closed courses room covered by House Service Year 2= 4 Day schools (80) Evaluation forms gate monies from  Kitchen Range Working Year 3 fx 6 Adult sessions (60 Tutor feedback participants  Chocolate Making adults)  Bread making th  18/19 century flower arranging &internal decor

HLF Aims L

L

HLF Aims L

L

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 2.4 We will build a Informal Learning Programme of lunchtime and evening lectures for informal and leisure Learners on aspects of the collections including, ceramics- china, glassware etc. Benefits for people York residents will learn new skills, and develop a sense of ownership for the civic heritage of the Mansion House

Audience Special Interest groups

Timetable Year 2 fx

Activity (Output) Series of talks and events/workshops for adults based on themes from the collection e.g.  The Lord Mayors and their families  Goldsmiths of York  The Mansion House Silver Collections  Black History  18th century cooking  18th century tea-dealers and tea making  The Chocolate Mayors of York  Interpreting the Art Work of the Mansion House  Lord Mayor Annual Lecture

Resources Staff time, Volunteers and/or external providers

Targets & measures of success From Year 2- fx :  2 Family History workshops a year (2*20=40)  2 Craft workshops a year(2*10=20)  2 Creative Writing Workshops a year- (2*20=40)  1 lunchtime lecture a month over 10 months (30*10=300)  One annual Lord Mayor lecture (1*60=60)

Method(s) of evaluation Numbers attending courses Evaluation forms Event/workshop Feedback

Cost Cost of external providers and room covered by gate monies from participants.

HLF Aims L

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN PROJECT AIM -3. • Improved Interpretation of the history and usage of the building 3.1 We will train Mansion House staff including House Stewards and Volunteers in Visitor Services skills and further develop their knowledge and understanding of the History and Heritage of the Mansion House to enhance the visitor experience Benefits for Targets & measures HLF people Audience Timetable Activity (Output) Resources of success Method(s) of evaluation Cost Aims Year1&2 Recruitment and training of Education and Learning Annie Grey Volunteers and staff Numbers of staff and £2,100 L Recruitment of Officer & House Stewards. and/or Peter trained and ready for volunteers trained. Learning and Recruitment of volunteers in partnership with YAT and/or Brearsthe re-opening of the Feedback from staff and Education Officer, - external courses such as Historic Environment Local Food Mansion House volunteers. York House Stewards Management (HELM) course provided by English consultant Achievement of Welcome Host To enable residents, Year 1- Recruitment Heritage etc. (See Learning Policy and Management and Partnership Target of 74 recruited standards and nationally staff, volunteer of volunteers for Maintenance Plan) with YAT volunteers, 20 recognised benchmarks such volunteers s and activities Recruitment of young volunteers through the Mansion existing volunteers as investing in volunteers. and Friends of Year 1- training and House Ambassadors scheme. and staff trained over participants to the refresher training Volunteer newsletters will be compiled quarterly to 3 years. (101) gain new skills Mansion annually engage and keep volunteers informed. House Year 2 fx Volunteers will be able to research aspects of the Research/re Tally of use of Feedback from staff and L&P collection to contribute to the interpretation of the house source research/resource volunteers. and its collections, publications, and/or on-line Room Room and feedback redevelopment in the Research Room. from volunteers 3.2 We will enhance the visitor experience for young children by using sensory, tactile experiences to accompany the adult audio trail Benefits for Audien Targets & measures HLF people ce Timetable Activity (Output) Resources of success Method(s) of evaluation Cost Aims Children will be Families Year 2- on opening Baskets with sensory and tactile objects in the Mansion Objects and Numbers of children Post it notes, suggestion box, Costs included in L able to and refreshed annually House rooms for children to explore which are chosen to handling engaging with the comments wall and parental the Outreach Box experience the Children be in alignment with the audio tour to enable a family etc. objects and handling comments costs with Mansion House Visitors group to navigate the Mansion House . Volunteers additional £90 pa in a sensory Talking Portraits days- costumed guide and/or costumes for refreshing and tactile based on portraits for children/adults to dress in- and manner. imaging what the portrait would say to them! 3.3 We will enhance the visitor experience for visitors with visual impairment by using sensory, tactile experiences to accompany the adult audio trail Benefits for Audien Targets & measures HLF people ce Timetable Activity (Output) Resources of success Method(s) of evaluation Cost Aims Visitors will be Visitors Year 2- on opening Sensory and tactile objects for visually impaired Objects and Numbers of visitors Feedback through discussion Costs included in L able to refreshed annually audiences will be developed for Year 2. These will include handling engaging with the with Room Guides. the Outreach experience the original and replica artefacts to explore the key themes of etc. objects and handling costs with Mansion House the Mansion House. additional £90 pa in a sensory Positive feedback for refreshing and tactile manner.

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 3.4 We will enhance the visitor experience for adults by providing free plans & simple written guides and optional paid for souvenir and collection guides Benefits for Targets & measures people Audience Timetable Activity (Output) Resources of success Method(s) of evaluation York Year 1- preparing Publications such as: Staff time to Year 1-closed for Numbers of publications given residents Lords of the City, 1. Printed guide to the House- simple A4 folded create, restoration and sold- to meet targets and Souvenir Guidebook, 2. Transcription of audio guide research, Year2--17,400 free Tourists Children‟s Trails 3. Lords of the City- History of the Lord Mayors of York design and guides given out Sales targets increase by 50% 4. Souvenir guidebook write from pre-restoration levels To increase Year 2- prepare The 5. Collections guides materials Year 2- First knowledge Gold and Silver 6. The Mansion House Gold & Silver Collections publication printed and Collections for 7. “At the Lords Table”-dishes from the Lord Mayors and sold understanding publication tables. of the stories Year 3 fx. One 8. Georgian Recipe Books Year 3- second behind the publication per year 9. Chocolate Lord Mayors, Rowntree and Terrys publication printed collections in 10. Tea Dealing and the Lord Mayors (Hollon) and sold the Mansion 11. The Mansion House Paintings House 12. The Mansion House Ceramics- china, Hollon collection- glassware etc. 13. The Mansion House furniture and clocks 14. Children‟s storybook on “Lord Mayor for a Day” 15. Children‟s trails 3.5 We will enhance the visitor experience for adults by providing free on-line materials and a redeveloped website Benefits for Audien Targets & measures people ce Timetable Activity (Output) Resources of success Method(s) of evaluation York residents, York Year 1- core on-line On-line materials which will be accessible via Initial web content Year 2 – initial core Webhits, dwell time, tourists and on- resident materials with annual smartphones and ipads in situ on-site and on-line prepared by online materials downloads etc. meet line audiences s and evaluations of content Year 1-Website redeveloped during year 1 including Mansion House created and accessed targets. will be able to tourists and refreshing as and revised bookings, Mansion House House guide and staff, volunteers by at least 2016 Visitor feedback and on-line engage with the and on- when necessary contextual materials, Oral History, ipods and and partners, e.g. webhits +5% surveys. Mansion House line Year 2- Lord Mayors education materials . YAT and CYC Year 3 fx- evidence of Feedback from advisory collections and audienc Year 3 fx. Refreshing Year 2- Personal stories about the Lord Mayors webteam. continuous groups e.g. York Residents, explore the es web content annually. Year 3 fx. Refreshing web content annually by Year 2 fx. Mansion engagement with the Young Advisory Group etc. significance of focusing on themes of the collection and miniHouse staff, Mansion House on-line the physical site exhibitions etc.. placement materials measured of the house Annual refreshment and evaluation of materials. students and through +2% webhits within the city of Volunteers annually. York. 3.6 We will enhance the visitor experience for adults by providing optional audio tours Benefits for Audien Targets & measures people ce Timetable Activity (Output) Resources of success Method(s) of evaluation Increased York Year 1- core audio Audio tours which will be accessible via YAT research Audio tours are used Numbers of audio tours used, knowledge and resident tour , descriptive smartphones and ipads in situ on-site. and by at least 20% of web hits and downloads. understanding s and visual tour for visually Audio trails in different foreign language development. visitors. Visitor feedback and surveys. of the stories tourists impaired, printed Year 1- development and recording of audio tour Visitors find that the behind the transcript for hearing -- descriptive visual tour for visually impaired tours enhance their collections in impaired - printed transcript for hearing impaired visit to the Mansion Mansion House Year 4- transcripts in Year 4- transcripts in different languages House. different languages

Cost Costs to 1 & 2 in Interpretation capital costs in project plan.

HLF Aims L

Publication design - £4,000 Print costs£2,500 as costs partially covered by CYC accountancy practice.

Cost £500 and costs – Mansion House staff and Volunteer time.

Cost In capital project plan

HLF Aims L&P

HLF Aims L

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 3.7 We will enhance the visitor experience for adults by providing oral histories of the people who lived in the Mansion House Benefits for Targets & measures Method(s) of people Audience Timetable Activity (Output) Resources of success evaluation Cost To enhance York Completed by end Oral History project York Oral 35 in-depth digital Numbers of Fees in capital project plan knowledge residents Year One- Autumn 1. Recording 35 in-depth digital interviews conducted History Society interviews conducted, downloads of ipods Printing through CYC and and 2016 by an accredited oral historian, of life below stairs at transcribed and on-line understanding Tourists Year 2- fx. the Mansion House. researched. Number of of the stories Volunteers will be 2. Transcription of the interviews, background 1 Publication publications old of the people involved in research and collection of personal photographs. Visitor feedback who lived in continuing the 3. Written Publication 4. Podcasts forms etc. the Mansion collection of stories 4. Interviews on-line on new website House from those who lived and worked in Volunteers will be trained in Oral History collection the Mansion House. techniques 3.8 We will enhance the visitor experience by providing specialist pre-booked tours on aspects of the Mansion House and its collections. Benefits for Targets & measures of Method(s) of people Audience Timetable Activity (Output) Resources success evaluation Cost York residents York Year 1 – Training Specialist pre-booked tours on aspects of the Mansion House Staff time Year 1- creation of tour Numbers and profile of Staff and and tourists residents House Stewards and its collections which may include; the Mansion House and recruitment and participants (ticket data, volunteer will gain and and volunteers to gold and silver collections, the Mansion House kitchens, training of 5 volunteers to activity records, visitor time enhanced Tourists deliver specialist Regalia, print, portraits etc. These tours will be reviewed and deliver tours. questionnaire). knowledge tours evaluated annually and one new tour created each year to Year 2- 8 specialist tours Evaluation forms and Year 2 fx. 2 continue to attract audiences. delivered (8*20=160) Feedback from staff and understanding specialist tours Year One two specialist tours created on the Mansion House Year 3 fx. – 10 specialist Volunteers. of the available silver and the 18th century kitchens, and staff trained in tours delivered Number of volunteers Mansion Year 4 fx- annually content and delivery. (10*20=200) supporting activities House create one specialist Year 2- delivery of specialist tours Year4 fx- range of tours collections tour a year Year 4 fx- research and creation of one new tour annually. increased annually by one new tour a year. 3.9 We will enhance the visitor experience by providing digital interactives Benefits for Targets & measures Method(s) of people Audience Timetable Activity (Output) Resources of success evaluation Cost York residents York Year One Four sets of digital materials will be created to enhance the Input from York Creation of 4 sets of Numbers of downloads Staff time and and tourists residents visitor experience during a tour of the Mansion House using a Archaeological digital resources on-line Volunteer will gain a and variety of primary source materials including objects, Trust and John A set of memorable time. deeper tourists illustrations and film. The material will also be available onRedman Designs quotes from Visitor feedback forms Creation of understanding line. These may include the following locations: Community participants in etc. audio tours in , and will be workshops run by community 5 community capital  The Kitchen (3) to illustrate recipes etc. able to take in-house staff and workshops. workshops- (10*5=50) budgets  The Stateroom (2) to illustrate how the site outside the part in the Annie Grey Food front of the Mansion House has developed production, of Historian to collect  The Yellow room (1), to illustrate connections with the food and drink quotable quotes. Guildhall in the  The Dining Room (1) to illustrate the concept of Mansion processional use of the mace and sword House We will work with local community groups to create a series through time. of interesting quotes to use in the interactives.

HLF Aims L

HLF Aims L&P

HLF Aims L&P

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 3.10 We will enhance the visitor experience by providing opportunities for families and children to investigate the changing nature of the Mansion House and its physical site Benefits for people Audience Timetable Activity (Output) Resources Targets & measures of Method(s) of success evaluation Young people and Young people Year 3 fx. Rolling We will encourage pupils and students in formal Education Officer& 5 schools a year engaged Photographs of children will and children programme of education to create their own interpretations of the ways Civic & Marketing and contributing to the designs understand how the design in which the house has evolved over time, and the ways Officer. project Feedback and significance of the competitions with in which the physical site of the Mansion house has Lord Mayor to present Evaluation Forms site of the Mansion local schools and evolved over time. a prize. House and how this groups Year 3-5 – yearly schools/colleges competition- each Officers time has evolved over the year based on a different era of the physical site of the Mini-exhibition of centuries.. Mansion House, e.g. Victorian, Georgian, Stuart, Tudor, short-listed designs in Mediaeval, Norman, Saxon, Roman. Participants may the Mansion house be KS2/3 History pupils, KS3/4Art and Design students, Graphic Design etc. The competition will focus on student recreating the physical site of the Mansion House from a specific era in different media i.e. paper nets (KS2/3 Maths/Design), wood or other solid mediums (KS3/4 Art and Design), or graphical and/or digital representations (KS4/5 and/or undergraduates).

Cost Publicity materials £126.

HLF Aims L&P

3.11 We will enhance the visitor experience by providing hands on demonstrations and interactive activities Benefits for people York residents and tourists will gain a deeper understanding, and will be able to take part in the production, of food and drink in the Mansion House through time.

Audienc e York residents and tourists

York residents and tourists will gain a deeper understanding of the contextual background of the gold and silver collections and the city seals.

York residents and tourists

Timetable Year 1 with changing seasonal activities to reflect local, regional and National events

Activity (Output) Daily kitchen demonstrations led by a costumed interpreter and/or a House Steward and volunteers. The activities may include:  Sugar sculptures/ sugar plates  Testing for adulterated tea  Making ice-cream  Lavender biscuits  Investigating cleaning herbs  What was a Mock Turtle? With links to Victorian dining and Alice in Wonderland.  Tea demonstrations including experiments in testing tea for adulteration

Year 1 with A series of tactile hands- on activities in gold and changing silver galleries which may include: seasonal  Where do silver and gold come from? (ores, activities to reflect processes) Magnifying glass to see the silver local, regional and gold bits in the crystal/mineral etc. and national  How do gold and silver smiths make the raw events material into the shapes we see? (etching, embossing, engraving, gilding, plating etc.)  Why were seals used? Seals and stamping activities

Resources Costumed Interpreter, House Stewards and Volunteers

Targets & measures of success Daily Kitchen demonstrations 6 volunteers trained in kitchen activities

Method(s) of evaluation Visitor surveys and feedback forms, visitor books and comment walls. Feedback from Volunteers and staff

HLF Cost Aims Staffing cost and L&P consumables i.e. ingredients £200 p.a.

Education Officer, House Stewards and Volunteers.

Creation of a series of tactile hands- on activities in gold and silver galleries

Visitor surveys and feedback forms, visitor books and comment walls. Feedback from Volunteers and staff

Costs of consumables £200 pa.

Use of in-house objects and loans from the Castle Museum, York and other partners

L&P

72

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN 3.12 We will engage our local audiences with their civic heritage through a series of themed days and mini-exhibitions to encourage repeat visitors Benefits for Audie Targets & measures Method(s) of Timetable Activity (Output) Resources people nce of success evaluation York residents, York Yr 1 = 1 Travelling Yr 1 = 1 Travelling exhibition to local partner sites in Education Year 1- One travelling Numbers attending young people & Reside exhibition to local the city of York Officer, exhibition createdFeedback forms, and community nts, partner sites in the Year 3-4- Community exhibition volunteers. 500 visitors exit surveys, groups will be Young city of York Year 5-6= 2 mini exhibitions a year in the Mansion Year 2- One suggestion boxes, able to explore People Year 3-4House linked to themed events such as: Community comments wall, different and & and Community exhibition-500 visitors visitor books.  Tea dealers changing aspects Comm exhibition Year 3 fx 1 mini  St. George‟s Day procession of the Mansion unity Year 5-6- 2mini exhibition a year-500  Mayor Making Day House Group exhibitions a year in visitors  Lord Mayor At Home collections and s the Mansion House  A Day with the Mayors the civic function linked to themed  “Talking portraits” of the Mansion events These mini-exhibitions will be supplemented by onHouse. line information and contextual details. 3.13 We will encourage specialist interest groups, local historians, family historians and academic researchers to use our archives onsite Targets & Benefits for Audience Timetable Activity (Output) Resources measures of people success York residents, Creation of a research/ volunteer room for Education Research room volunteers and volunteers, local and family historians and/or Officer, created with York Special Interest academics to use to research aspects of the Volunteers, resources. residents, groups will be collections, the Lord Mayors and the architecture House 10 researchers volunteers able to access of the House. Stewards to and/or volunteers a and From Year 2-fx the Mansion organise extant year use the room. Special House archives resources. Interest and documents groups in the research room.

Method(s) of evaluation

Cost Exhibition boards and display materials from CYC budgets.

Cost

Numbers of In capital budget researchers/volunteers using the room Feedback and evaluation from researchers, staff and volunteers.

HLF Aims L&P

HLF Aims L&P

73

MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN PROJECT AIM -4. We will deliver improved conservation of the house and its collections 4.1 We will enable Special Interest Groups and Volunteers to learn about the conservation of the house and its collections Benefits for people

Audience

Timetable

Activity (Output)

Resources

Special Interest Groups and volunteers will have opportunities to learn about the conservation of the house and its collections

Volunteers and Special Interest Groups

Year1

Benefits for people

Audience

Timetable

Activity (Output)

Resources

Staff and volunteers will gain knowledge of the Mansion House collections, policies and procedures. Volunteers will be able to share skills and experience with other volunteers and will benefit through free entry to other heritage organisations in Yorkshire and Humberside.

Staff, Volunteers and Special Interest groups

Year 3 fx

Volunteers and staff will be working towards accredited status for the Mansion house collections to enable the collection to be cared for at professional standards. Membership of the Yorkshire and Humberside Volunteer scheme also known as the Pink pass

Staff and volunteer time

Targets & measures of success Recruiting a team of 8 volunteers from NADFAS and the Friends of the Mansion House. The Mansion House collections are packed safely and securely on time and within budget.

Method(s) of evaluation 8 volunteers recruited from NADFAS The Mansion House collections are packed safely and securely on time and within budget.

Cost

HLF Aims L&P

Working with NADFAS and the Friends of the Room for Packaging and Mansion House to pack up and unpack the volunteers to volunteer expenses House contents including: use to pack (silver, porcelain, a. The gold and silver collections materials. glassware, small b. The china and glassware collections Staff time to prints) £1008 c. The small collection of books bring objects to d. The smaller prints and paintings NADFAS e. Kitchenware volunteers and NADFAS volunteers and other interested the Friends of volunteers will be trained in the safe packaging the Mansion of the collections. House. Year2-5 Working with NADFAS, Friends of the Mansion Recruiting a team of 2- 2-4 volunteers Volunteer expenses. L & P House and/or other volunteers conserving and 4 volunteers to recruited and Training will be incataloguing the Gold and Silver collections. conserve and trained house or with our Volunteers will receive training in conservation catalogue the partners. techniques (See Maintenance and Management collections Plan) 4.2 We will increase volunteers knowledge and care of the Mansion House and Collections by working towards Designated Collection Status and Accreditation for the Mansion House Collections

Year 4 fx

Targets & measures of success Accreditation in year 4

Method(s) of evaluation Accreditation in year 4

Acceptance into Pink Pass scheme in Year 4

Acceptance into Pink Pass scheme in Year 4

Cost Staff and volunteer time

Staff and volunteer time

HLF Aims L&P

L&P

4.3 We will increase the numbers range of volunteers working in the Mansion House and develop the Friends of the Mansion House and the Young Ambassadors into a formal body that assists in opening up the house produces a newsletter, excursions, recruitment. Benefits for people

Audience

Volunteers will enjoy Volunteers working with a wide and young range of other people volunteers and engage in a variety of roles and tasks in an heritage environment.

Timetable

Activity (Output)

Resources

Year 1fx.

Through offering a range of different roles we will attract more volunteers. We will actively recruit volunteers from York through engagement with CVS and others to develop a wide and varied group of volunteers. We will engage with local universities, colleges and schools to increase the number of young volunteers through our Young Ambassador programme. We will produce a quarterly newsletter to promote activities and/or socials and promote the opportunities at the Mansion House.

Staff and volunteer time

Targets & measures of success

Method(s) of evaluation

Recruiting a total of 74 new volunteers from.

Numbers of Staff and volunteer volunteers time recruited, feedback from volunteers and staff

Cost

HLF Aims L&P

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN PROJECT AIM -5. Achieve financial sustainability 5.1 We will create digital infrastructures to enable the smooth operation of education and corporate bookings Benefits for people

Audience

Timetable

Activity (Output)

Resources

Targets & measures of success

York residents, Visitor Services  Creation of Volunteer database and electronic tourists and group Year 1Officer as timetabling of volunteers, resources and groups leaders will York revising single point of Pre-booked visitors to the within the Mansion house experience a smooth residents, yearly in contact to Mansion House experience a  Creating and/or sourcing a CRM database in order bookings system tourists alignment ensure smooth seamless visit resulting in less to track the histories of individual groups to ensure enabling their visit to and group with Data timetabling, than 5% negative comments on a progressive experience at the Mansion House the Mansion House leaders Protection combing and evaluation sheets. building on their past experiences. to be as enjoyable as etc. maintaining  Creation of Corporate and Groups database possible. databases etc. 5.2 We will develop a series of ticketed events hosted by the Mansion House to further develop financial resilience. (See also Business Plan) Benefits for people

Audience

York residents will be entertained in the sumptuous surroundings of the York Mansion House and residents experience a series of events in a unique historical building. .

Timetable

Year 2 fx.,

Activity (Output) A series of events hosted by the Mansion House including for e.g.:  Community Theatre production installation  Learn to be a Georgian , Georgian Dining Etiquette, Georgian Food tasting events e.g. Wine tasting etc, Music Recitals  Guests could be invited to eat food in the Mansion house in 18th century dress and garb  Murder Mysteries based on Mansion House Heritage

Resources

Method(s) of evaluation Development of various databases which work seamlessly together making maximum effective use of resources to ensure a pleasurable visit for visitors Evaluation and feedback forms.

HLF Aims

Cost

L Visitor Services Officer time

HLF Aims

Targets & measures of success

Method(s) of evaluation

Cost

From Year 2- fx one event a month with 20 attendees at each event (=11*20=220)

Numbers and profile of participants (ticket data, activity records, visitor questionnaire). Evaluation forms Feedback from staff and Volunteers. .

Costs of L provider /caterer covered by gate money from participa nts

external providers

5.3 We will develop a series of events hosted by the Lord Mayor to showcase the mansion House project to the local York business community. (See also Business Plan) Benefits for people York city guilds and the local business community will have the opportunity to attend events in the sumptuous surroundings of the Mansion House and experience a series of events in a unique historical building.

Audience

York city guilds, local business community

Timetable

Year 1 fx.

Activity (Output)

Resources

These activities are part of the Fund Raising Strategy. Year One- Invitation only events for the local York Guilds which may include: the Merchant Adventurers, the Merchant Taylors, and the Builders Guild. Chocolate tasting event in partnership with York Cocoa external House. One last ticketed civic dinner before the Mansion providers/cater House closes for renovation based on the menu for ers Mayor Making day in 1785. Year Two- One ticketed dinner to celebrate the official opening of the Mansion House based on an historic menu from the 18th century.

HLF Aims L

Targets & measures of success

Method(s) of evaluation

Cost

Year One-2 invitation only events (60*2=120). - 1 Chocolate tasting event (60*1=60) -1ticketed civic dinner (60*1=60). Year Two- One opening dinner (60*1=60).

Number of events and participants achieved. Evaluation forms and feedback.

Costs of events covered by tickets

5.4 We will develop a series of opportunities for York Residents and Tourists to support the Mansion House project. (See also Business Plan) Benefits for people

Audience

York residents and tourists will gain a sense of ownership of the redevelopment of the Mansion House.

York residents and tourists

Timetable

Year 1

Activity (Output) A series of sponsorship and donor opportunities for York residents, tourists and local businesses which may include: Donation Boxes in the Mansion House, Ebor Wall of cutlery – individual forks can be sponsored, Individual and corporate sponsors events, Sponsorship packages, Gold, Silver and Bronze.

Resources

Targets & measures of success

Method(s) of evaluation

Cost

Donation box Sponsership opportunities CYC assistance

Amount of sponsorship needed for project achieved

Amount of sponsorship needed for project achieved

In proje ct plan

HLF Aims P

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MANSION HOUSE “OPENING DOORS” ACTIVITY PLAN PROJECT AIM -6. We will establish the Mansion House in the cultural evolution of the city 6.1 We will work in partnership with our local partners to promote the Mansion House ensure that the building maintains a high profile and remains a main tourist attraction. Targets & measures of Activity (Output) Resources success Method(s) of evaluation We will market the Mansion House and our Joint campaigns Visit England Webstats including hits, activities effectively in partnership with “Make it with “Make it York” Awards/Accreditation dwell time, downloads etc. York” (was Visit York), and YAT, targeting specific (was Visit York),, Feedback forms, visitor festivals and events such as Illuminate York and Visit Yorkshire and surveys the Food and Drink Festival. . partners e.g. YAT, The Mansion House will be an integral part of the York University new visitor strategy for York being developed by etc. CYC and “Make it York” (was Visit York),. 6.2 We will use our website and social media to engage local, regional, national and international audiences with the Mansion House and it collections. Benefits for people York residents and tourists will be aware of the role of the Mansion House in the evolution of the city.

Audience York residents and tourists

Timetable Year 1 fx

Benefits for people Audience Timetable Activity (Output) Resources York residents, tourists We will use social media campaigns on twitter and Staff time to create and international facebook to engage our virtual audiences online resources audiences will be able We will use our website to provide contextual and engage with York to virtually engage with background information and stories about the audiences online residents, the Mansion House Mansion House, its collections and the people who tourists and its collections lived and worked in the house. This may include: and Year one fx online and gain a  Object stories- the hidden stories of the internation greater understanding collections al of the role of the  “Object of the week” Mansion House within audiences  Oral History ipods the cultural evolution  Lord Mayors stories of the city 6.3 We will create a donor wall to thank and celebrate those who have supported the Mansion House project

Benefits for people York residents and tourists will be aware of the significance of the Mansion House and its collections through the support of our sponsors and funders.

Audience

Timetable

York residents and tourists

Year 2– initial donor wall Year 3 fx. refreshing annually as required

Activity (Output) We will create a donor wall within the Mansion House, based on the “Mayoral Boards” in the parish churches of York, and create a sponsor page on our website to thank and celebrate those who have supported the Mansion House. We will create a 3 tiered system of Gold, Silver and Bronze levels to celebrate the differing levels of support from our local community.

Resources Staff time to liaise with donors

Targets & measures of success Website redeveloped for year 1. Geographical reach of online engagement, number of twitter conversations and retweets. Number of likes on facebook.

Method(s) of evaluation Website redeveloped for year 1. Webstats including hits, dwell time, downloads etc. Geographical reach of online engagement, number of twitter conversations and retweets. Number of likes on facebook.

Cost In Marketi ng budget

Cost In Marketi ng and Commu nication s budget

Targets & measures of success Method(s) of evaluation Cost Numbers of donors attracted Numbers of donors attracted In Feedback from donors project Plan

HLF Aims L

HLF Aims L&P

HLF Aims

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE

APPENDICES 20 Appendix 1- Mansion House Audience Profile This appendix summarises the audience profile of the local geographical area of the Mansion House based on information compiled from statistics from “Make it York” (was Visit York), Visit England, 2011 census returns and Audience Insights from the Arts Council England. Mansion House visitor statistics from 2006-2013 are used to identify the individual visitor profile. The profile of the Mansion House appears to be in alignment with that of the city of York, indicating that the key audiences for the Mansion House are:  York residents  School groups  Tourists and day visitors  Adult learners including special interest groups and researchers

20.1 Tourists The Mansion House is situated in the historic city of York which attracts over 10 million day visitors a year with over £379 million spent in the city each year14. York has many museums and tourist attractions, but the Mansion House is at the heart of the city representing over 1,000 years of local citizenship and democracy, as well as the stories of over 650 Lord Mayors, and those who lived and worked in the house. The Mansion House is the home of the Lord Mayor of York and this presents a unique selling point for the house as a tourist attraction.

There are nine attractions in the York Big Attractions Group (BAG) which attracted 2,819,476 visitors in 2013 15. Of these, 86% were leisure visitors, 6% were

14

2013 Great Britain Day Visits Survey (GBDVS 2013), Visit England, VisitScotland & Visit Wales, April 2014, p.84. the National Railway Museum (NRM), YorkBoat, the Castle Museum, the Yorkshire Museum, York Minster, Clifford‟s Tower, Jorvik, York‟s Chocolate Story and the York Dungeon. 15

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE educational visitors and 3% groups16. This indicates that one of the largest potential audiences for the Mansion House is the general tourist visiting York for a day out. The Mansion House is ideally placed, within a ten minute walk from the railway station and very well served by local buses, most of which stop close to the Mansion House. Most visitors travelled to York by car in 2007-817. The recently built Poppleton Bar Park and Ride scheme will enable more visitors to easily access the centre of the city and thereby the Mansion House.

Visitor numbers to the Big Attractions in York have remained fairly stable over the last 9 years, at around 2.5m18. In work carried out for Visit Britain, Deloitte Consulting and Oxford Economics have estimated that the tourism economy will grow by 2.6% a year between 2009 and 201819. Of all visitor attractions it is “living heritage that most inspires our visitors; the past brought to life, interpreted and explained. ... [not] presented „in aspic‟ but includes living, breathing, vibrant places that belong as much in the present as in the past.”20 This indicates that tourists are one of the key audiences for the Mansion House. From analysis of the seasonal variations in visitors to the Big Attractions in York, August is the peak visiting month. Number of leisure visitors to York's big attractions each month

500

333

Thousands

400 300 200 100 0 -100

188 105

228 152

175

267

232

204

176

10%

-3%

0%

-7%

-15%

4%

-4%

-16%

-16%

-16%

Jan

Feb

Mar

Apr

May

Jun

Jul

Aug

Sep

Oct

% year on year change

2011 Visitors

148

110

37%

12%

Nov

Dec

2012 Visitors

Figure 3 Big Attractions Group Monitor. “Make it York” (was Visit York), 16 17

18 19

20

York Big Attractions Group Visitor Monitor 2013 Visit York Car 59% Train 27% Regular Bus 3% Coach tour 10%. Key Facts on Tourism in York January 2009, Visit York

York Big Attractions Group Visitor Monitor 2013 Visit York 2013 Great Britain Day Visits Survey (GBDVS 2013), Visit England, VisitScotland & Visit Wales, April 2014, p.10. 2013 Great Britain Day Visits Survey (GBDVS 2013), Visit England, VisitScotland & Visit Wales, April 2014, p.5

78

APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE The Mansion House is one of twelve attractions participating in the York Small Attractions Monitor21. In 2013 these twelve attractions welcomed a total of 237,106 visitors22.Interestingly, June was the peak month for visitors to the small attractions Group in 2013. This indicates that the key months to attract general visitors to the Mansion House are from June-August, inclusive with a programme of holiday activities.

Figure 4 Small Attractions Group Monitor. “Make it York” (was Visit York),

Those York attractions whose visitor numbers increased in 2013 reported a positive response to new exhibitions at their attractions and also a boost from participating in city wide events, such as Illuminating York23. This indicates that it is important for the Mansion House to be involved in events such as Illuminating York and the Chocolate Festival etc. The highest percentage of tourists visiting York in 2007-8 were aged 45-64 and from professional backgrounds, which indicates that there is a need fro Adult Learning sessions at the Mansion House24. Over 80% of visitors were repeat visitors to the city indicating the need for refreshing exhibitions and events in the Mansion House25.

21

These include: the Bar Convent, Barley Hall, the Cold War Bunker, DIG, Fairfax House, Holgate Windmill, the Mansion House, the Merchant Adventurers‟ Hall, Micklegate Bar Museum, the Quilt Museum, Treasurer‟s House and York Brewery. York Small Attractions Group Visitor Monitor 2013 Visit York 22 Collection of figures for the small attractions group only began in May 2013. 23 York Small Attractions Group Visitor Monitor 2013 Visit York 24 Key Facts on Tourism in York January 2009, Visit York 25 Key Facts on Tourism in York January 2009, Visit York

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE 20.2 York Residents The City of York Council is a Unitary Authority that covers not only the city itself but also a number of outlying rural districts. The council serves approximately 198,051 residents with over 83,000 households26. York‟s population grew rapidly between 2001-2011 with 16,700 (9.2%) more people than in 2001 27.

There were two areas of significant growth: the over 60 population and the 20-24 age group28. This is in alignment with the Mansion House strategies to engage students from York‟s Universities with work placements and the Young Ambassador scheme. The Mansion House‟s plans to extend the work and numbers of the Friends of the Mansion House and plan learning and public events for the older age group fits with this local audience profile.

Between 2001-2011, there was a large increase in the 0-4 population, especially children aged under the age of 229. This would indicate that in 2016-8 these children will be aged 5-9 and that the Mayor Bear‟s club and Silver Dragons clubs would be

26

A s at 2011 Census http://www.ons.gov.uk/ons/index.html 9.4% compared to 6.2% (Yorkshire and Humberside) and 7.2%(England). http://www.ons.gov.uk/ons/index.html 28 Over 10% in the 20-24 age group reflecting the University populations. This age group has increased by 5,500 or 38.5% since 2001. The 60-64 age group has increased by 31.5% and the over 85 age group has increased by 32.4%. http://www.ons.gov.uk/ons/index.html 29 The 10-14 age group decreased by 900, -8.5%. http://www.ons.gov.uk/ons/index.html 27

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE of interest to these audiences.. York‟s 5-14 age range has decreased similarly to the regional and national drops 30.

% A quiet pint with the match 8%

% Older and homebound 5%

% Limited means, nothing fancy 2% % Urban arts eclectic 5% % Traditional culture vultures 4%

% Time-poor dreamers 5% % Fun, fashion and friends 20%

% Retired arts and crafts 3%

% Mid-life hobbyists 4%

% Bedroom DJs 2%

Figure 5

% Mature explorers 11%

% Family and community focused 11% % Dinner and a show 20%

York audience segments. Compiled from statistics in Arts audiences: insight, Arts Council England, June 2011

York‟s population are well qualified with a high proportion of “Urban Arts Eclectic” and “Traditional Culture Vultures” audience segments (See figs. 5 and 6)31. These two groups are already engaged and participate in the arts and heritage. The “Urban Arts Eclectic” group are usually under the age of 24, highly qualified, affluent, and in the early stages of their career. However, their busy lifestyles indicate that they will try a new experience once and may not be a loyal audience base32. The

30

The 10-14 age group decreased by 900, -8.5%. http://www.ons.gov.uk/ons/index.html 16.6% are qualified up to level 3. Those with qualifications at level 4 and above is 32.4 % in York http://www.ons.gov.uk/ons/guidemethod/census/2011/census-data/2011-census-interactive-content/index.html. Arts audiences: insight, Arts Council England, June 2011 32 Arts audiences: insight, Arts Council England, June 2011 31

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE majority of “Traditional Culture Vultures” are affluent women, typically aged between 45-75 and form the core loyal audience base for several traditional arts. The “Mature Explorers” represent 11% of York residents; this group are specifically interested in history and heritage and are usually aged 45-64. This indicates that over 15% of York residents are within the older age group and would be specifically interested in the unique heritage of the Mansion House.

6%

2%

4% 4% Urban arts eclectic

8% 8% 7%

11%

8%

2% 3% 2%

Traditional culture vultures

5% 2% 5% 4%

5% 3% 4%

Dinner and a show Family and community focused

York

7% 4% 2% 3%

Fun, fashion and friends Mature explorers

20%

3%

Bedroom DJs

10%

Mid-life hobbyists Retired arts and crafts

11%

5% 11%

3%

18%

16%

10%

3%

20%

A quiet pint with the match

20%

10%

Time-poor dreamers

Older and home-bound

11%

Limited means, nothing fancy

20%

Yorkshire and Humberside

England

Figure 6 York audience segments compared to regional and national %s.. Compiled from statistics in Arts audiences: insight, Arts Council England, June 2011

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE The largest audience segments in York are “Fun Fashion and Friends” and “Dinner and a Show”. “Fun Fashion and Friends” are usually aged between 16-34 and are developing their careers or just starting families whilst “Dinner and a show” are usually aged 25-64. These two very different audiences would be most interested in the corporate events such as ticketed Georgian dinners, ghost stories and murder mysteries which are in the activity plan. The “Family and Community Focused” audience segment represent 11% of York residents. This group are typically in their 30s and 40s, and their priorities lie with their children, connecting with the local community and holding on to their cultural roots. Whilst their attendance at events tends to be infrequent, this group would be interested in the family holiday activities and the Mayor Bears Club and Silver Dragons clubs which would offer educational but fun opportunities for children and a chance for their parents to socialise.

20.3 Schools Within a fifteen mile radius of the Mansion House there are 152 schools: 44 secondary schools and 108 primary schools. This includes 9 secondary schools and 65 primaries within the City of York Council, as well as 15 schools within the East Yorkshire area, 14 schools within Leeds LEA and 75 schools within the North Yorkshire area.

This indicates that schools are a key audience for the Mansion House. (See Appendix 12)

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE 20.4 Mansion House Current Audiences Visitor numbers have increased from 2006- 2013 due to an increase in opening hours, with guided tours, and events in partnership with other heritage venues in York including York Archaeological Trust (YAT), York Cocoa House and York‟s Chocolate Story. Visitor numbers Adults Concession Residents Children York pass YAT pass/ hidden secrets TOTAL

2013 1,802 1,252 2,407 593 161 86

2012 1,257 1,091 934 640 126 100

2011 1,666 822 851 284 197 8

2010 800 890 484 249 140 25

2009 186 343 140 6 91 0

6,301

4,148

3,828

2,588

1,097

2008 213 456 62 29 103 0

2007 185 316 161 37 0 0

2006 255 355 127 58 0 0

868

700

812

Figure 7 Mansion House Visitor Numbers 2006-2013

This increase in visitors has shown that the Mansion House is of significant interest to the local community and tourists alike visiting York. However, the numbers of York residents visiting the Mansion House has increased dramatically since 2010. Whilst the Mansion House is a building of national significance and therefore of interest to tourists, the consistently high percentage of York residents visiting the house since 2010 indicates the increasing local awareness of the intrinsic value of the Mansion House, the home of the Lord Mayor, and the seat of local democracy in the city.

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE

7000

2006 2007 2008 2009 2010 2011 2012 2013

6000 5000 4000

Residents 127 161 165 344 624 1050 1540 2568

Non Residents 668 538 698 753 1964 2804 2608 3732

% Residents 16% 23% 19% 31% 24% 27% 37% 41%

3000 2000 1000 0

Non Residents Residents

Figure 8 % Residents and Non Resident Visitors to Mansion House 2006-2013

Analysis of the breakdown of adult and child visitors indicates that the Mansion House has been seen as primarily a venue for adult visitors from 2006-2013. Whilst the partnerships with York‟s Chocolate Story and YAT have begun to build family and schools audiences there is a significant gap in these audiences visiting the Mansion House. 7000 6000 5000 4000

Children Adults

3000

2006 2007 2008 2009 2010 2011 2012 2013

Adults 737 662 834 1,088 2,339 3,570 3,433 5,707

Children 58 37 29 9 249 286 615 593

% Children 7% 5% 3% 1% 10% 7% 15% 9%

2000 1000 0 2006 2007 2008 2009 2010 2011 2012 2013 Figure 9- % Adult and Child Visitors to Mansion House 2006-2013

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APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE Audience analysis undertaken from January- October 2014 indicates that the age profile of the majority of over 65 24%

current visitors to the Mansion House

0-10 years old 18%

is heavily dominated by adults aged over 45. However when events are

11-17 year olds 15%

45-64 years old 26%

specifically targeted at children and family groups, such as the Easter Egg Hunt, the audience profile does

25-44 years old 11%

18-24 years old 6%

change thereby indicating that the Mansion House is of interest to all sectors of the local community and tourists.

Figure 10 Age range of audiences visiting the Mansion House Jan- October 2014, compiled from visitor questionnaires

The audience profile for guided tours from January-April 2014 was heavily dominated by adults, with only 3% children visiting. On special events such as the Easter Egg Hunt the children dominated the audience profile with 42 % under 18s visiting. This indicates the need to attract family audiences by providing events specific to those audiences.

However, there is a need to engage with different sectors of the public and the activity plan will seek to widen the current audience base of the Mansion House.

During the development phase events specifically targeted at children and families were piloted during the Open Day consultation events. Groups of young people were also targeted to raise awareness within this age-group of the Mansion House project;

86

APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE  School aged students from a local Secondary School and York City Youth Council were involved in focus groups.  Individual students between the ages of 14-25 were recruited as volunteers to work alongside staff on the public consultation days.  Students from the Institute of Public Understanding, at the University of York on heritage courses were also recruited to research 18th century food and tea drinking and produce information leaflets for the general public. Analysis undertaken from January to October 2014 showed that over 66% of Non York Resident s 28%

visitors to the Mansion House are York Residents.

This indicates that there is a need to create York Resident s 66%

a rolling programme of events, miniexhibitions, workshops, lectures and taught sessions to maintain footfall.

Figure 11 York Residents Jan- October 2014

From January-October 2014 guided tours Non UK Resident s 4%

represented only 30% of visitors visiting the Mansion House. This indicates the importance of providing a calendar of special events through out the year to attract more visitors to the Mansion UK Resident 96%

House.

Analysis of visitors from January to October indicated that the majority of visitors to the Mansion House were UK Figure 12 Analysis of visitors from January to October 2014

residents.

87

APPENDIX 1 MANSION HOUSE AUDIENCE PROFILE

Mixed 2%

Asian 3%

Chinese 3% Black 1%

Analysis of the audience profile undertaken from January-October 2014 indicated that there were few BME‟s visiting the Mansion House. This shows that there is a need to widen the audience base of the

White 91%

Mansion House by outreach to hard to reach audiences within the city.

Figure 13 – Ethnicity profile of visitors to the Mansion House

88

APPENDIX 2 CONSULTATION REPORT SUMMARY 21 Appendix 2- Consultation Report Summary This Appendix summarises consultation undertaken during the Development phase. 21.1 Stage one consultation Consultation prior to the Development phase was undertaken over 3 years from 2010-13 to underpin the stage one bid with a solid foundation. The following groups were consulted    

Friends of the Mansion House Senior Council officers Building specialists Elected members as part of the Mansion House & Mayoralty group  Heritage professionals

   

Residents Food historians Visitors Schools and education specialists

Amongst elected members there was strong cross party political buy in for the project recognising the importance of the building and its collection and its role in the life of the city. During the development phase this political support has continued with many elected members and ex- Lord Mayors and Sheriffs actively supporting the bid.

Prior to the phase one bid the project also had broad support from a wide selection of groups and professionals in York including:     

English Heritage  York Archaeological Trust York Civic Trust  Mount School, York “Make it York” (was Visit York),  York Oral History society Centre of Life Long Learning, University of York CYC secondary school coordinator

21.2 Development phase consultation During the development phase consultation has taken place with 1,064 individuals through Open days, focus groups, exit surveys and comment walls. 89

APPENDIX 2 CONSULTATION REPORT SUMMARY

Out of 3,271questionnaires given to visitors to the Mansion House from JanuaryOctober 2014, 679 returned completed questionnaires, with the majority being in favour of the proposed changes to the Mansion House (85% January- April, 62% May- October). The detailed results of these questionnaires can be viewed in Appendix 4.

Many specific groups have also been consulted regarding the proposed structural changes to the Mansion House, visitor experience, interpretation and activities. These groups have included representatives from the key target audiences for the Mansion House. The full list of those consulted can be found in Appendix 3.

21.3 Stakeholder meetings During the Development phase a range of different groups were consulted who have an interest in the Mansion House. These meetings raised awareness of the project with a variety of different groups including the Former Lord Mayors and Guild Masters, the Friends of the Mansion House and CYC officers and councillors. 21.3.1

Raising staff , members and volunteer awareness

Every member of City of York Council (CYC) staff is also a potential family and/or leisure learner visitor to the Mansion House. Therefore great care was taken to ensure that representative groups from across the CYC were consulted about the future of the Mansion House. Meetings and consultation with internal stakeholders in CYC were held from February 2014, including Staff Open Days and meetings with members of the following teams within CYC:  Communities and Equalities

 Family Information Service,

 Democracy and Scrutiny

 Adults, Children and Education,



Services,

 Community Education,

Electoral Services,

 Education and Skills,

 Youth Support Services,

 ICT Digital Services, 90

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A Staff Open Day was also held during May 2014 which was attended by a small number of very interested individuals. The feedback was very positive “it‟s a good thing if more people can enjoy the building and explore its history, although I feel this needs to be done in such a way that does not detract from the sense of quiet which we experienced or the charm/quirkiness of the building”. Maintaining this balance between opening the doors to the public, whilst retaining the essential character of the House as the home of the Lord Mayor of York was a concern that was also especially voiced by some of the 20 former Lord Mayors and Masters of the Guilds, consulted in September and October 2014, and the Rotary Club of York who visited the Mansion House in October 2014..

Other CYC groups enthusiastically suggested more interactive costumed experiences at the Mansion House such as: 

Costume trail for adults



Artists workshops

 Drama activity- murder or a mystery

 Mystery Dining Experience – in character 

“Tales of the Mansion House” telling stories in candlelight

Groups such as the Friends of the Mansion House were a little more conservative in their approach to the proposed changes. As stalwart supporters of the Mansion House, providing guided tours and conducting research this group was a very important group to meet. They were generally positive about the changes, and were interested in attending activities such as lectures and talks on the civic history of York, and the history of York in the restored house The Friends were very interested in continuing their current roles of research, and continuing to volunteer as a room explainer.

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There was also positive buy in from the Cabinet of CYC and the Scrutiny Committee who both received formal presentations of the proposals at various stages in the Development phase.

21.4 Raising community awareness Analysis of the audience profile in Appendix 1 indicated that there were few BME‟s visiting the Mansion House and that there was a need to widen the audience base. The Mansion House hosts monthly Citizenship events and these new citizens are largely from Black and Minority Ethnic (BME) Communities. Therefore the Project Officer attended these events from January to April 2014 to canvas their views. Figure 14 A proud new citizen March 2014

These groups were unaware of the role of the Mansion House until the ceremony. However the groups consulted were very positive about the proposed changes.

The Project Officer was also involved in a CYC Equalities Scrutiny Review and Consultation Event on 30 June 2014. At this event over 25 individuals from York‟s Black and Minority Ethnic Communities (BME) visited the Mansion House as part of the review. Most of the group had not visited the Mansion House before and were unaware of the role of the Lord Mayor indicating a real role for the Outreach and Citizenship aspects of the Activity Plan. However the groups consulted were very positive about the proposed changes.

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21.5 Public consultation The general public were consulted from January to July 2014 with questionnaires and information sheets being given to visitors on guided tours. Questionnaires and information sheets were also used on the Open weekend in June as well as pilot family activities. Focus groups of young people and those aged over 55 were also consulted for their views on the redevelopment and the proposed activities from January- October 2014.

In total two visitor surveys were created. The first survey, from January-April 2014, focused on ascertaining responses to the proposed HLF plans for the Mansion House. The second survey, May- October 2014, was devised after the Architectural and Visitor Experience proposals had been refined and focused on gathering responses to the proposed interpretative techniques and suggested activities.

The restoration and exploration of the 18th century kitchen proved to be the most popular aspect of the project throughout the public consultation period. During the Open Weekend the kitchen proved to very popular with many visitors staying some considerable time watching the demonstrations and asking questions. As one visitor commented;“The kitchen demonstrations are a definite must as they are informative. Maybe some tastes would be good too”. The civic regalia and robes proposed display also ranked very highly, with the Oral History project being the least popular.

Respondents were generally positive about the three different main interpretation devices; but written Guides to the House proved to be the most popular orientation device in the second survey.

The use of smart phones consistently proved to be relatively unpopular as was the use of computers/ipads to digitally recreate the view of the streets outside the 93

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Mansion House. But some respondents thought that “Interactive features and Ipads are a very good idea”. And that “some interactive exhibitions, interpreting some of the houses collections to help bring the period to life”. This may reflect the age profile of the Mansion House with over 51% of visitors from January- October being in the over 45 age group. Whilst the audience segment of under 45s rose during the consultation phase, being one of the targeted audiences, the majority of visitors to the Mansion House were still in the older age category. During the Open Weekend various family and children‟s activities were piloted in the Mansion House. These ranged from key sorting activities, trails, colouring activities and make and take activities. As one visitor commented “I have a 7 yr old boy who can be like a bull in china shop! The open space and activities in the blue room were perfect to keep him engaged. “Visitors also enjoyed trying on replica costumes in the state room. Whilst child sized costumes were used for the weekend, adults also tried the costumes on! This indicates a need for replica child and adult costumes. Overall the activities piloted were viewed very favourably by visitors. As one visitor commented the “emphasis on children's activities [was] valuable for interaction with their [sic] children”.

21.6 Young people Given the audience profile identified in Appendix 1, during the Development phase Young People were targeted to involve them in different aspects of the Mansion House; 10 young people aged 14-25 volunteered on different events and 9 young people participated in work placements as part of their degrees (See Appendices 5, 12 and 15).

The students were very positive about the Mansion House and the proposed changes. The B.Ed. students remarked: 94

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 “Due to the fantastic interior, a visit to the setting is very exciting and this could enhance children‟s learning experiences in a number of ways” 

“ I have realised how much opportunity there is for learning here, especially about the historical side to the house.... to capture children‟s curiosity ... whilst challenging them in their learning”.

An M.A. student commented “I was thrilled to be given the opportunity to discuss the history of the house as well as its present and future with members of the public and I believe I truly gained an understanding about how many people are interested in visiting historic properties.”

In addition four groups of young people were consulted in focus groups; 

Tell me it Matters- a group of looked after children

 City of York Youth Council  Young People who consulted with the Chief Architect from de Matos Ryan  The Young Inspectors All groups were generally positive about the proposed changes to the Mansion House. However the Youth Council were concerned, as were the Friends of the Mansion House, that there might be a potential conflict of interest between the Civic Heritage and the corporate aspects of the bid. Reassuringly, however, the Youth council identified as the key messages of the Mansion House:  citizenship and democracy  the Lord Mayor lives in the Mansion House  The Georgians  Black History These key messages have been incorporated into the Mansion House core themes:  “Grand and Good Enough”- architecture and conservation aspects  “Lords of the City”- the personal lives of the Lord Mayors and Councillors 95

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 “At the Lords Table”-Food and eating at the Mansion House and the stories of the tradesmen and suppliers to the Mansion House  “Donors and Patrons”- the individual stories of objects, paintings etc.  “Lord, ladies and cooks”- the stories of those who lived and worked in the Mansion House As with the Equalities and Communities Staff group the Youth Council identified Georgian costumed food and murder mystery events as being core corporate events for the Mansion House, but also suggested children‟s activities such as:  House quiz for 8 year olds  Picture Trail around the house  A sandpit in the yard to “dig up archaeological” finds The House quiz and picture trail ideas have since been created by B.Ed students in May and October 2014 and the Passport Trail was piloted during the Open Weekend (Appendix 4). The sandpit idea is currently on hold until “mess free “ ways of controlling sand in an historic house can be investigated.

Whilst the Youth Council were of the opinion that Outreach was not necessary, through consultation with the Heads of secondary schools, students and hard to reach groups outreach is still considered to be a necessary part of the bid. The Young people gathered to consult the Chief architect from De Matos Ryan were also in favour of a variety of interpretation devices as “audio tours could be a very passive way of interacting with the Mansion House experience”. As observed in the Open weekend, the group felt that visitors to the House would enjoy wearing replica costumes. In fact, in October the Bed work placement the students did wear the Mayoral costume thus endorsing this view (Appendix 12). As one young person commented:“Love the interactive elements like the dining room table, the

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demonstrations in the kitchen and the possibility of trying on robes- fairly universal appeal to kids and adults alike.”

The group concluded that a mixture of audio guides, room guides and ipads/computers would provide the right balance and choice. As one participant commented: “I think it would very much help to have both guides in the rooms and technology. Room guides offer a personable interaction and visitors come to mingle and loose themselves in the passage of time. Also, good stories that are told stay with a person- being able to tie objects to people makes them memorable.” The Young Inspectors Report (Appendix 7) started with the “Interesting Fact” that “The Mansion House is the home of the Lord Mayor of York, the Mansion House has been the home for the Lord Mayor for over two hundred and eighty one years.” Thus echoing the thoughts of York Youth Council and the Friends of the Mansion House that the Unique Selling Point of the Mansion House is it‟s unique Civic Heritage. One key point that this group found to be of interest were ghost stories and “secret passges”. However, they were also interested in the gold and silver collections, the fact the Queen has visited and secret passages!

The Young Inspectors were taken on a guided tour which they enjoyed but they did remark that “the entertainment levels could be better for young people”, a point which the HLF bid will help to address. However, they “felt special because of the welcome we received”. The group also remarked on the fact that during their visit there was no comment book or visitor‟s book to capture feedback. This point is addressed in the Evaluation collection methods described in section 13.1 above. The Young Inspectors made pertinent remarks about the access and external signage around the mansion house, suggesting that the “opening times [should be ] visible on

the outside of the house” and that there should be a “recorded message 97

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telling us we had reached the Mansion House” when telephoning the Mansion House after 6pm. The Young Inspectors also made pertinent comments on the confusing messages on the website and lack of brand identity. These issues will be addressed in the Marketing Plan. The Young Inspectors were very supportive of the proposals for the Mansion House HLF bid including reducing the carbon footprint. As they said “It was so hot in the Mansion House when we visited. We would support the idea of renovating the heating system so that staff and visitors are comfortable and can stay longer.” They also supported the renovating the kitchen, having costumes for children and young people and the digital interactives.  “We had a really good time at the Mansion House. Everybody was nice to us and talked to us. We got shown a lot of things and told about the ideas they have for improving things with a Heritage Lottery Fund bid, all of which we agree with and support....We are grateful to have been invited to inspect the Mansion House and hope to be invited back to see the improvements.” 21.7 Hard to Reach Audiences Given the audience profile of the Mansion House, discussed in the Audience Profile various groups were targeted during the development phase to gain the views of hard to reach groups to widen the audience base of the Mansion House. The BME communities were engaged through the Scrutiny Review and Consultation Event and Citizenship ceremonies. Two other groups, Kyra, and Community Base were invited in to discuss the plans and the interpretative devices. The Community Base group, a City of York Council Day Service for Adults with Learning Disabilities, were very interested in the swords of state, indicating that there is a need for artefact handling as part of the action plan. When asked which 98

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suggested activities were most appealing this group prioritised dressing up, handling items and trying “cooking in the kitchen”. Kyra is a charity that works with disadvantaged women “whether they are in crisis or entering a new phase of their life”. Kyra visited the Mansion House on two occasions, as a small focus group and then in September as part of an intergenerational project cooking scones, broth and soda bread in the kitchen. As a focus group Kyra favoured family quiz sheets a Lord Mayor‟s Trail, heritage craft activities for families and children and digital interactives. However, they particularly favoured heritage cooking in the Mansion House kitchens, and the publication of an 18th century cookery book. This interest in the cooking aspect of the Mansion House led to the development of an intergenerational activity based on Food and Cooking over time as part of the ALICE project –(Addressing Loneliness Through Intergenerational Communication and Engagement). The ALICE project “brought together groups of women across generations to work to jointly explore the experiences of women in the past with the lives of women and girls today” and engaged “women and girls who do not normally get involved in community projects”33 (See Appendix 9). This project also demonstrated the real interest in the Heritage Kitchens as part of the USP of the Mansion House.

21.8 Consultation with specialist groups During the Development phase a number of specialist groups were also consulted regarding the proposed changes to the Mansion House, including: 

NADFAS (National Association of Decorative and Fine Arts Society),

 Decorative Arts Network Yorkshire (DANY)  Friends of York Art Gallery 33

ALICE Project - Addressing Loneliness Through Intergenerational Communication and Engagement, Funders Report. Kyra October 2014.

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 Friends of York Cemetery  Workers Education Association (WEA) Family History Groups  YAYAS- Yorkshire Architectural and York Archaeological Society  The Rotary Club of York These groups were targeted as many, such as the Friends of York Art Gallery, YAYAS and the Rotary Club, had close associations with the Mansion House. Others, such as NADFAS and DANY had interest in the collections of the Mansion House, the WEA groups had interests in local and regional history and many former Lord Mayors are buried in York Cemetery.

All groups consulted were very engaged with the proposed changes and genuinely supportive. Meetings with DANY and the Chair of the Friends of York Cemetery proved to be very positive. NADFAS were very interested in working with the Mansion House as part of a two-part project;  Phase one- assisting with the packing and unpacking of the smaller collections in the house which would include:  The gold and silver collections  The china collections  The small collection of books  The smaller prints and paintings  The second phase of the project would focus on the Gold and Silver collections (conservation, cataloguing, etc.) as a longer-term project. Focus groups from the Friends of York Art Gallery, the Rotary Club of York, WEA and YAYAS were invited into the Mansion House for a tour explaining the proposed changes; a total of 104 participants. These groups were given post-it notes to record their observations and thoughts as they toured the building and then

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given a questionnaire in the plenary session. The results of the questionnaires are included in Appendix 8.

All four groups supported the project to renovate the House, but the YAYAS and Rotarians were concerned about the balance between opening the doors to the public and the continuity of the civic role of the house. As one Rotarian commented: “Care must be taken to ensure the house is 1st the Lord Mayors House, 2nd the centre for Civic Activity and 3rd a Museum (which must give way to 1 and 2graciously!)”. Most qualitative comments from the YAYAS, 28%, were also concerned with the local context of the Mansion House in York as the home of the Lord Mayor.

However, over 80% of Rotarians were in favour of the proposed changes with restoring the kitchens, displaying the gold and silver and guided tours being the most popular aspects. As one respondent commented;” [The Mansion House is] “One of York‟s great treasures needs opening to the Public”. The YAYAS were also very supportive but were particularly concerned to be involved and engaged in the redevelopment or restoration phase of the project suggesting that “there should be open days during the restoration ...to engage people in restoration project”.

The YAYAS and WEA were especially interested in the Oral History Project and roles of the women who lived in the Mansion House. The WEA group suggested a Research room, local history courses and were interested in contributing to research. The YAYAS and the WEA groups were very positive about activities for children including obtaining “handling items for children” and the interactives were seen as being aimed at this particular age-group. The WEA were strongly in favour of the curricula links to citizenship and Local History projects.

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The majority of comments from the WEA and YAYAS groups were focused on acquiring more information about the Mansion House, it‟s collections and the people who worked there. Written guides were seen as of paramount importance with specific information sheets on different aspects of the collections, from paintings to ceramics. Audio tours and digital interactives and information, on-site and online, were seen as useful additional interpretation choices. As one WEA visitor commented “I like the idea of ipads/touch screen guides as well as headphones AND real guides (i.e. Human guides) “this “”will appeal to all generations. “

All of the groups saw the unique selling point of the Mansion House as civic heritage; as one of the Friends of York Art gallery commented; the “Mansion House is a unique gem being the civic centre of York”. The YAYAS, Rotarians and Friends of York Art gallery, being York based groups, were the most interested in this aspect. The WEA groups, on the other hand, appreciated that the Mansion House was central to the “Function of a Mayor” but the “Georgian kitchen is a unique feature” and “Renovating kitchen [is] very important and exciting. Always one of the most interesting areas to visit so really necessary to get it right”. Whilst many Lord Mayors were involved in trade and consequently Black History, this theme was not seen as a unique selling point by any of these groups. However, the WEA was in favour of aromatic, tactile and sensory handling collections to engage visitors and generally supported the theme of tea-dealers and tea-making as an activity. The Friends of the Art Gallery group also suggested that for those with visual and hearing impairments there should be a “loop system and

print/Braille”

All four groups were concerned with the long-term financial viability of the Mansion House and many made helpful suggestions for potential sponsors, and corporate events such as, Ghost stories” and Weddings. As one Rotarian commented “income generation is tricky in York” and that the Mansion House should “Have lots of paying 102

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functions to generate income” As this was “Ultimately less expensive than ...long opening hours”. Others from the WEA groups suggested charging for specialised tours of the Mansion House and retail items such as “Recipe books for sale?”

21.9 Teacher consultation Teacher consultation was undertaken in four different ways.  Information leaflets were issued to all CYC Head teachers via a conference in March, and sent into all CYC schools.  Focus Group -Secondary Heads of History  Working with trainee teachers; 4 B.Ed students from St. John‟s University, York & 3 Figure 15 Teacher leaflet for Head teachers Conference in March

PGCE students from the University of York  Discussions with Delamere Primary School

Two sets of B.Ed Primary Education students were recruited from St. John‟s University, York as part of their Settings Other than Schools (SOTS), professional work placements in June and October. The students worked on resources for family groups, which were piloted as part of the open weekend described above as well as resources for Primary school children visiting the Mansion House, including session plans and teaching resources. The students work identifying aspects of the new Primary curriculum that map to the key topics of the Mansion House have helped to form part of the activity plan, which focus on local history, picture detectives and Citizenship at KS1 and KS2.

A group of three Secondary History trainee teachers worked in the Mansion House for two weeks in June as part of their Professional Enrichment work placements. 103

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They mapped links to the Secondary curriculum and created a wealth of resources for use with KS3 students visiting the Mansion House, based on the themes of Citizenship and “Trade in the British Empire and Black History”, which they felt made the best fit with the key topics of the Mansion House. Other topics identified by the Heads of History group also included stories of the Lord Mayors and World War One. As detailed in Appendix 12, although the Georgian period is included in the new National Curriculum, at present teachers do not feel confident delivering this aspect of history, however this may change over the next 3-5 years and presents a future opportunity for the Mansion House.

Both the PGCE students and the Heads of History focus group saw the limited capacity of the Mansion House as a barrier to secondary schools visiting the Mansion House. However, the Heads of History group suggested that the Mansion House could be one venue, as part of a carousel, combining visits to other historic sites in the city. The proposed educational partnership in the activity plan with YAT would enable the Mansion House to attract secondary schools.

Due to the difficulty of getting secondary students out of school during term-time the Heads of History also suggested after school visits as part of extra-curricula activities with small groups of students, such as Gifted and Talented students or a History Club. The Heads of History were also very supportive of Outreach to CYC schools with a collection of artefacts and/or loan boxes. Both primary and secondary practitioners preferred kinaesthetic interactive Hands On Handling Sessions, role plays, workshops and costumed sessions at the Mansion House, supporting the handling activities and school sessions identified in the Action Plan. All teaching practitioners preferred on-line and/or electronic resources such as pdfs and powerpoints rather than printed resources and on-line apps. .

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21.10 Partners Throughout the Development phase the Mansion House has been in discussion with York Archaeological Trust, as a key partner in the redevelopment of the Mansion House. YAT has been strongly involved in the interpretation plans, especially the audio-tour, and is envisaged as a key partner in the educational elements of the Activity Plan. Discussions also took place with York‟s Sweet story outlining a series of joint talks and tours on the Chocolate Lord Mayors of York for school children.

Prior to the development phase, one 10 week courses and a variety of day schools had been piloted with the centre for Lifelong Learning at the University of York based on the themes of civic history and democracy. Feedback from these courses was very positive with respondents noting that the Mansion House was an Attraction in city centre which is an advantage”. During the development phase discussions with the Centre for Lifelong Learning were continued with a focus on trialling a series of day schools on the Mansion House‟s links to key concepts of the Mansion House. Discussions have also taken place with CYC Adult Education Services. All partners have been very supportive of the Mansion House bid.

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APPENDIX 3 : CONSULTATION LIST

22 Appendix 3 : Consultation List We have consulted the following individuals via phonecall, email or in person: 22.1         

City of York Council Cabinet Members Councillor James Alexander, Leader & Economic Development Councillor Tracey Simpson-Laing, Deputy Leader Councillor Dafydd Williams, Finance & Performance Councillor David Levene, Transport Councillor Janet Looker, Education, Children & Young People Councillor Tracey Simpson-Laing, Homes & Safer Communities Councillor Sonja Crisp, Leisure, Culture & Tourism Councillor Linsay Cunningham-Cross, Health & Community Engagement Councillor Dave Merrett, Environmental Services, Planning & Sustainability

22.2    

City of York Council Equalities Review Scrutiny Task Group Councillor Ruth Potter (Chair) Councillor John Galvin Councillor Lyn Jeffries Councillor Neil McIlveen

22.3    

City of York Council Officers Andrew Docherty, Assistant Director Governance & ICT, Dawn Steel, Head of Civic & Democratic Services, Democratic Services Anne Platt, Civic Services Officer, Mansion House, Guildhall & Civic Services Fiona Young, Visitor Services Co-ordinator, Mansion House, Guildhall & Civic Services Andrew Flecknor, Electoral Services Manager Carole Pugh, Voice and Influence Lead, Youth Support Services Sophie Barnes, Service Support Apprentice, Family Information Service Jenny Noble, Connexions Advice Lead, Voice and Influence Lead, Youth Support Services Craig Waugh Business Support Advisor, Adults, Children and Education Mary Bailey | Head of Communities and Equalities (Neighbourhood Management Unit, Equalities and Play) Tim Waudby, Community Leisure Officer, Children and Young People, Neighbourhoods, Equalities and Play Michal Czekajlo, Volunteer Coordinator, Communities & Equalities Team

       

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APPENDIX 3 : CONSULTATION LIST  Cindy Benton, Neighbourhood Manager, Children and Young People, Neighbourhoods, Equalities and Play  Mora Scaife, Principal Neighbourhood Manager, Children and Young People, Neighbourhoods, Equalities and Play  Claire Taylor, Community Involvement Officer, Children and Young People, Neighbourhoods, Equalities and Play  Melanie Carr, Scrutiny Officer , Scrutiny Services  Nigel Birchell, Workforce Development Manager - Adults, Children and Education  Sandra Barrett Informal Learning Manager, York Learning, Community Education  Sarah Nicholson,Voice & Influence Lead+ Duke of Edinburgh's Award Worker, Youth Support Services  Maxine Squire, Interim Assistant Director, Education and Skills  Simon Donnelly, ICT Digital Manager  Linda Brook, School Business Support Manager Yvette Bent, Senior Adviser, Behaviour Attendance Safety. Education  Lesley White, Public Health Children and Young People's Manager 22.4 Individuals  Julia Charlton-Weedy, Chairman National Associations of Decorative and Fine Arts  Deborah Bird, National Associations of Decorative and Fine Arts  Teresa Gannon, Decorative Arts Network  Claire Dowson, History Teacher, Richmond School  Justin Greetham, Senior Lecturer in Visualisation, School of Computing, Teeside University  Jackie Depelle, Chairman, Yorkshire Group of Family History Societies,  Dr. Sarah Rees Jones, FRHS, FSA, Department of History, Centre for Medieval Studies, University of York, Director, Institute for the Public Understanding of the Past  Lesley Booth, MBE, Director of Community Relations and Lifelong Learning, University of York  Jan Spencer, ITE Partnership Manager (Placement enrichment and SOTS), St. John‟s University, York  Rob Wake, Collections Facilitator, Castle Museum, York Museum Trust  Alison Bodley, Senior Curator, History and Archaeology, York Museums Trust  Dr. Annie Grey, Food Historian  Peter Brears, Food Historian  Jane Stockdale, Audience Development Manager, York Archaeological Trust  Dr Chris Tuckley, Head of Interpretation, York Archaeological Trust 107

APPENDIX 3 : CONSULTATION LIST  Kirsty Archer-Thompson, Groups and Corporate Sales Executive, York‟s Chocolate Story  Hannah Phillip, Director of Fairfax House , York  Vicky Sherman, Clarke Hall, Wakefield  Robert Hofschroer, Manager of York Deaf Society  Sophie Jewitt, Owner, York Cocoa House  Sofia Maskin, Museum Officer - Learning & Outreach, Cartwright Hall Art Gallery, Bradford Museums & Galleries  Emma Paragreen , Curator/ Librarian, Sheffield Assay Office  Melissa Gilmore, Freelance Curator and Lecturer,  Lis Johnstone, Chair of York and District Dyslexia Society  Richard Keesing, Chair, Friends of York Cemetery  Suzanne Dickinson, Employability Projects Co-ordinator, Careers and Employability,  Directorate of Enterprise, Employability and Business Engagement, York St John University  Tracy Dearing, Royal National Institute of the Blind  Adam Roe, Area Education Coordinator, WEA Yorkshire & Humber Region  Helen Snelson, Head of History, The Mount School, York, & PGCE Tutor, School of Education, University of York  Kate Metcalfe, Kate Metcalfe. Visiting lecturer at York St John University.  Rachel Lavell, York Speech and Drama, York  Eimear Bush, Project Officer, Kyra  Yvonne Copley, Director, Kyra  Helen Graham, York Past and Present  Lianne Tidgey, York Past and Present  Tracey Ralph, Westfield Primary School, York  Jo Pickering, York Professionals Administrator, York Professionals, York Science Park  Stephanie Jack, History Co-ordinator, Lord Deramore‟s Primary School, Heslington, York  Lauren Marshall, Merchant Adventurer‟s Hall Manager, Merchant Adventurer‟s Hall, York  Stuart Jarman, Head of Property, Barley Hall, York 22.5 Work Placement Students and Volunteers  PGCE Students from the University of York--Charlotte Messer, Lucy Hammond and Fiona Maclean  B.Ed Students from York St. John‟s University-- Isabelle Thompson, Harriet Pickett, Amber Shanahan, Katy Mallon 108

APPENDIX 3 : CONSULTATION LIST  MA Work Placement Students from the Institute for Public Understanding of the Past at York University– Elizabeth Spencer and Anni Shepherd  MA and Doctoral Students from York University who volunteered on the Public Consultation Weekend- Matthew Herzberg, Ciara Downs, Maria Pinheiro, Harrie Neal, Kate Stephenson. 22.6                     

Groups City of York Council, Scrutiny Consultation event for BME City of York Heads of History Group City of York Youth Council Community Base Former Lord Mayors of York Friends of York Art Gallery Friends of York Mansion House Kyra Local Businesses Looked After Children- Show Me it Matters Masters of York Guilds including the Scrivener‟s Guild, Merchant Adventurers Guild, Merchant Taylors Guild and Builders Guild Mixed Group of Masters Students from the Institute of Public Understanding Play in a Day- Holiday Activity Pilot Rotary Club of York Sir John Kaye Group Staff INSET The Lord Mayor‟s Scout group The Mount School- Year 7 History students and Year 10 GCSE Drama Students WEA- Local and Family History Groups Yorkshire Architectural and York Archaeological Society Young Inspectors

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APPENDIX 4 PUBLIC CONSULTATION REPORT 23 Appendix 4- Public Consultation Report This appendix summarises the public consultation undertaken during the Development phase.

23.1 Development phase consultation During the Development phase consultation has taken place with 1,064 individuals through open days, focus groups, exit surveys and comment walls.

Many specific groups have also been consulted regarding the proposed structural changes to the Mansion Figure 16 The Lord Mayor's Scouts assisting with the Open Weekend in June

House, visitor experience, interpretation and activities.

These groups have included representatives from the key target audiences for the Mansion House. The full list of those consulted can be found in Appendix 3. 23.2 Visitor surveys In total two visitor surveys were created. The first survey, from January-April 2014, focused on ascertaining responses to the proposed HLF plans for the Mansion House. The second survey, May- October 2014, was devised after the architectural and visitor experience proposals had been refined and focused on gathering responses to the

Figure 17 Making Lord Mayor Hats on the Open Weekend

proposed interpretative techniques and suggested activities. 110

APPENDIX 4 PUBLIC CONSULTATION REPORT 23.2.1

The first visitor survey, undertaken from January – April 2014.

This survey gathered visitors‟ reactions to the ”Opening Doors” project, specifically focusing on the 4 key strands of the proposed HLF bid: 

Restoring the Kitchens

 Displaying the gold and silver collections  Conservation  Oral history project. % Positive Responses to Proposed Changes Jan-April 2014

Out of 1,910 visitors to the Mansion

Restoration of Kitchens

Adults 96%

Exploring how Kitchens operated In 1760s

96%

Children 98

returned completed questionnaires,

Gold & Silver collections displayed

98%

Learning about York Silver Smiths

89%

90%

Reducing the carbon foot print of the house

87%

100%

Interest in Oral History 85% Knowing the stories of those who worked in the house 91% Figure 18 % Positive Responses Jan-April 2014

House during this period, 239

90%

representing a return of 13%.

Due to events such as the 88%

Residents‟ Weekend and the Easter Egg Hunt, the numbers of children

visiting the Mansion House was relatively high, representing 18% of the total visitor footfall from January-April 2014.

Respondents were very positive with over 85% of all visitors being in favour of the proposed changes to the Mansion House. The restoration and exploration of the 18th century kitchen proved to be the most popular aspect of the project. The Oral History project was the least popular, with only 85% of respondents being in favour of this aspect of the project Figure 19 Welcome poster for the Open Weekend

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APPENDIX 4 PUBLIC CONSULTATION REPORT Figure 20 First visitor survey Jan-April 2014

Restoration

Exploring

of Kitchens

1760s Kitchens

Gold & Silver collections displayed

Learning Reducing about York carbon Silver Smiths foot print

Oral History

Knowing the stories of those who worked in the house

Responses to the questions on educational activities from adult visitors were relatively low (27% for handling activities) compared to the high response rate to the proposed changes to the Mansion House. However, of the responses given lectures and talks appeared to be the most popular activity from those that responded.

112

APPENDIX 4 PUBLIC CONSULTATION REPORT Lectures/talks on history of York, Lord Mayors, Art, Black History, chocolate and York Talks on the silver 22%

26%

21%

Hands on handling session

Hands on handling session Food history

Food history

Cooking demonstrations and historic cookery lessons

16% 15%

Education% responses Lectures/talks on history of York, Lord Mayors, Art, Black History, chocolate and York Talks on the silver

46% 28% 27% 38%

39%

Cooking demonstrations and historic cookery lessons

Figure 21 Jan-April 2014- adult responses to suggested activities

Children‟s responses on the 52 returned questionnaires were very positive. Over 81% of children were interested in exploring the kitchens and handling objects, but a relatively low percentage, 58% were interested in dressing up. As segments of the responses very few activities stood out as being the most popular. Discover the stories of the Lord Mayors of York? Find out what a Lord Mayor does? 18%

17% Get to handle objects ?

17%

19% 12%

17%

Dress up like a Lord Mayor?

Education% responses- Children Discover the stories of the Lord Mayors of York? 81% Find out what a Lord Mayor does? 88% Get to handle objects ? 81% Dress up like a Lord Mayor? 58% Get to make chocolate, and maybe eat it too? 77% Explore the old kitchens and make some “old” food? 85%

Get to make chocolate, and maybe eat it too? Explore the old kitchens and make some “old” food? Figure 22 Jan-April 2014- child responses to suggested activities

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APPENDIX 4 PUBLIC CONSULTATION REPORT 96

When asked if they would

94

return to the Mansion House

92

most respondents, adults and

90 adults %

children, were interested in the

children %

kitchens and the gold and

88 86 84

silver displays. Again the % of

82

positive comments was very

80 kitchens restored

Gold and Silver Displays

friends and relatives

re-visit after Restoration

high.

Figure 23 Would you return to the Mansion House?

During the period January to April 2014 few visitors made qualitative comments on their visits to the Mansion house. All of the 16 recorded comments were positive. Children were intrigued by the idea of making “old food” and were quite interested in the idea, but wished to ensure that it was palatable;  "Yes [to making and eating “old food] as long as it's not "mouldy" Kate aged 8  “Just no eating disgusting food!” One child wanted to “Dress up like a lady” rather than a Lord Mayor indicating a perception that Lord Mayors were always male. An adult respondent suggested “activities at low level for small children to do”. The general consensus of the comments was that there were “Interesting stories” but that the stories of “above stairs and below stairs” should be included in the interpretation of the Mansion House. An adult visitor suggested “characters through time”, and idea which was echoed by one child visitor that children could “write a chronological report after [the visit]”.

114

APPENDIX 4 PUBLIC CONSULTATION REPORT Audio tours, written guides were seen as vital parts of the visit to the Mansion House by two respondents:  “The A4 guide was quite interesting- would like more info”  “Guided tours, or audio when no guide”

Respondents could see the potential of the Mansion House as a venue for events such as “Concerts, events, readings etc.” but on the display of the gold and silver collections said; “Not too many gold and silver items.”

Overall, from the limited number of qualitative comments collected during this period, all were all were very positive especially:  “Thank you for keeping this historic house open”  “As a "resident of York for 79 years” young! The Mansion House has always been part of our history-our heritage- since my childhood days..."

23.2.2

The second visitor survey, undertaken from May- July 2014

This survey, undertaken from May to October 2014 was undertaken after the architectural and visitor experience proposals had been refined and focused on gathering responses to the proposed interpretative techniques and suggested activities. During this time period a total of 1,361visitors were given questionnaires, and 440 were returned, a response rate of 32%. Most of the respondents visited on the Open Weekend.

115

APPENDIX 4 PUBLIC CONSULTATION REPORT Activities The most popular suggested activities were found to be education sessions closely followed by cooking demonstrations and lessons. These results may have been influenced by the fact that during the Open Weekend there was an 18th century cookery demonstration in the kitchen led by a costumed interpreter.

% Definitely Agree -Activities (May- October 2014) Collecting the memories of those who lived in the house in an Oral History project Lectures and talks on the History of York, Lord Mayors and the Gold and Silver collections Cooking demonstrations and historic cookery lessons Hands On Handling Sessions Education sessions for schools in the Mansion House on Civic democracy and Black History

% 225 51% 188 43% 241 55% 185 42% 247 56%

Figure 24 % Definitely Agree -Activities (May- October 2014

Relatively few respondents were interested in the lectures and talks on the history of the Lord Mayors and the Mansion House collections.

These results were perhaps influenced by the audience profile of those visiting on the Open Weekend which included those who would not usually visit the Mansion House. However, when the positive categories 5 and 4 are taken together the analysis does indicate that the great majority of respondents were positive about the suggested activities, with Hands On handling being the least popular.

116

APPENDIX 4 PUBLIC CONSULTATION REPORT

450 400

BLANK

350

1- Definitely disagree

300

2 .Mostly disagree

250

3. Neither agree nor disagree

200 4Mostly agree 150 5Definitely agree 100 50 0 Collecting the memories of those who lived in the house in an Oral History project

Lectures and talks on the History of York, Lord Mayors and the Gold and Silver collections

Cooking demonstrations and historic cookery lessons

Hands On Handling Sessions

Education sessions for schools in the Mansion House on Civic democracy and Black History

Figure 25 Questionnaire responses on activities -May- October 2014

. 117

APPENDIX 4 PUBLIC CONSULTATION REPORT Interpretation % Definitely Agree –Interpretation (May- October 2014) Audio tour 241 Written guides 273 Guided Tours 234 Trails and hands on activities for children 220 Digitally recreate the view of the streets outside 160 Using smart phones 134 Displaying archaeological finds 241 Restoring the Georgian Kitchen 321 Displaying LM robes 260 18th century dining experience with light and sound 253 Displaying the swords of the city 259 Physical models of the Mansion House 173 Reducing the Carbon footprint 232 Displaying the Gold and Silver Collection 223

% 55% 62% 53% 50% 36% 30% 55% 73% 59% 58% 59% 35% 53% 51%

Figure 26 % Definitely Agree –Interpretation (May- October 2014)

The second visitor survey was specifically tailored to ascertain visitor responses to the proposed interpretation of the building. The survey was linked to the architects display boards created for the Open Weekend.

Restoring the Georgian kitchens was by far the most popular aspect of the project. This finding was perhaps influenced by the fact that on the Open Weekend, when the majority of respondents completed their surveys, an 18th century food historian, in costume, demonstrated recipes in the kitchen.

118

APPENDIX 4 PUBLIC CONSULTATION REPORT Figure 27 Questionnaire responses on Interpretation -May- October 2014

450 400 350

BLANK

300

1- Definitely disagree

250

2 .Mostly disagree

200 150 100

3. Neither agree nor disagree 4Mostly agree 5Definitely agree

50 0

119

APPENDIX 4 PUBLIC CONSULTATION REPORT

Written guides to the House proved to be the most popular orientation device, with 62% of respondents strongly agreeing, but audio tours and guided Tours also proved to be relatively popular (55% and 53% of respondents strongly agreeing).

The use of smart phones as an orientation device proved to be relatively unpopular with only 30% of respondents strongly agreeing. Interestingly, digitally recreating the view of the streets outside the Mansion House also proved to be relatively unpopular, with only 36% of respondents strongly agreeing. Creating a physical model of the House was also relatively unpopular with only 35% of respondents strongly agreeing. However, when the total positive responses for the physical models are considered, this proposal proved to be more popular than the smart phones and digital recreation of the exterior to the Mansion House. These responses may have been influenced by the demographic profile of the visitors to the Mansion House during this period. Most of the suggested displays were received positively by the respondents; the swords of the city proved to be the most popular (59% strongly agreed), along with the Lord Mayor‟s robes (59% strongly agreed), followed closely by recreating the 18th century dining experience with light and sound (58% strongly agreed), and the archaeological finds (55%). Displaying the gold and silver collections proved to be slightly less popular, but the total positive responses (strongly agree and mostly agree) were similar to displaying the city swords. Therefore the visitor responses would indicate that the displays suggested were those that they would like to see.

Trails and hands on activities for children and reducing the carbon footprint were relatively less popular, 50% and 53% respectively..

120

APPENDIX 4 PUBLIC CONSULTATION REPORT 23.3 Mansion House public consultation weekend 7/8th June 23.3.1

Aims:

1. To engage visitors and residents, with the plans using a variety of methods including: o Family activities o Information boards o Information leaflets o Original artefacts o Costumed interpretation o Volunteers leading workshops and engaging with visitors about the history Figure 28 One of the consultation boards – June

2. To trial a number of activities centred on the key concepts which included: o Lord Mayors hat making

o Chain making

o Seal making

o Design a plate

o Chocolate box making

3. To observe the visitor experience including: o visitor flow around the building, noting bottle necks o Interaction with the collection; what enthused and engaged o Interaction with a costumed interpreter demonstrating in the kitchens. o Periods of high footfall and lulls..

4. To capture qualitative and quantitative visitor feedback through o Comment walls using yellow „sticky notes‟ o Questionnaires – analysed as part of the public consultation above. .

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APPENDIX 4 PUBLIC CONSULTATION REPORT

23.3.2

Outcomes

Over the weekend 1210 visitors came to the Mansion House; 507 on Saturday and 703 on Sunday. There was a constant stream of visitors, with the only noticeable drop in numbers occurring around 13:00-14:00, the lunch time lull. Figure 29 Visitors entering the Hallway greeted by students

The large blue doors of the Mansion House were left wide open to the public which produced an attractive and welcoming entrance. This was very effective in bringing visitors through the entrance.

Once inside each visitor was given a leaflet about the project and a questionnaire.

Figure 31 Information sheet given to adults on entry to the Mansion House

Figure 30 Children were given a „Mansion House Passport‟ which they could use to explore the building.

122

APPENDIX 4 PUBLIC CONSULTATION REPORT

23.3.3

Feedback and observations Feedback was collected in three different ways over the weekend. o 348 questionnaires were completed o verbal feedback o yellow post it notes on the allocated walls. The questionnaires have been analysed above as part of the overall public consultation.

Figure 32 Open Day Comment Wall

. During the Open Weekend a Comment Wall was positioned in the Kitchen. Volunteers were also asked to record visitor comments during the weekend to try to capture more qualitative comments. Figure 33 A comment from the Open Weekend

The yellow post it note wall proved popular way for visitors to communicate views on the project. In all 33 qualitative comments were recorded. The comments were generally positive, with 29 (88%) offering positive feedback. Only four (12%) were slightly negative, making comments such as:  “The dining room is too dark”.  “Adequate provision for sitting and opportunities to read and take in the ambiance.” However, most of the comments were very supportive of the project: 

“Proposed plans sound excellent!” 123

APPENDIX 4 PUBLIC CONSULTATION REPORT

 “I highly enjoyed the Mansion House and I believe the plans look fantastic. I do hope that the funding will be passed and the Mansion House will be able to see all of the plans through”.  “Amazing building very interesting”  “Huge thank you for opening the Mansion House. Kudos to the staff. I felt welcomed and well informed”.  “Lovely House, I really hope these proposed plans go through!”

Kitchens The kitchen proved to very popular with many of the visitors staying some considerable time watching the demonstrations and asking questions.

Figure 34 Visitors exploring the kitchens on the Open Weekend

Figure 35 Kitchen information wall including the project's vision for the kitchen

124

APPENDIX 4 PUBLIC CONSULTATION REPORT

Information boards were available illustrating the project‟s vision for the 18th century kitchen. Although the kitchen is currently in a poor state of repair, these boards enabled visitors to visualise the proposed changes and many were very Figure 36 Example of some of the food being demonstrated in the kitchens

enthusiastic.

Figure 37 Watching a cooking demonstration

Figure 38 18th century cooking demonstrator engaging with the public

There was a slight build up of people in this room on one occasion, which meant the views

demonstrations were hard for some visitors. However, with careful visitor flow management and opening up the currently locked basements would alleviate this problem.

Comments on the kitchen demonstrations were very positive:  “The kitchen demonstrations are a definite must as they are informative. Maybe some tastes would be good too”. The Recipe sheets also proved popular with over 300 being taken over the weekend.

125

APPENDIX 4 PUBLIC CONSULTATION REPORT

Dining Room The Dining Room is one of the key rooms in the story of the house. The civic regalia is displayed in this room. However as one visitor commented “ The dining room is too dark”. And many visitors initially missed seeing the regalia. Figure 39 Visitors exploring the Dining Room

Effective lighting and casing as proposed in the project would enhance the experience of these objects. Children were given a “spot the difference” sheet to identify similarities and differences between the Mansion House Dining Room and their own homes. Figure 40 Spot the Difference sheet .

Stateroom activities The Open Weekend was an opportunity to trial the various activities that had been designed in May by two Bed. Students from St. John‟s University, York. These activities were designed to be free-flow and were focused in the State Room and Blue Room.

These activities, centred on the key concepts of the Mansion House, proved very popular throughout the

Figure 41 With his father holding his Passport trail, a young visitor comments on his visit

weekend. Students, volunteers and the Lord Mayors Own Scouts assisted with the activities.

126

APPENDIX 4 PUBLIC CONSULTATION REPORT

The activities were attended by over 200 children over the 2 days. The comments on the children‟s activities were very favourable:  “I have a 7 yr old boy who can be like a bull in china shop! The open space and activities in the blue room were perfect to keep him engaged. “  the “emphasis on children's activities [was] valuable for interaction with their [sic] children”.

Figure 42 The Passport Trail for children ended with a "Find the key to open the door" of the Mansion House. Children discovered the Mayor Bear inside and were given a Mayor Bear sticker.

 “Excellent day out. Friendly people good activities and interesting history”

As the project is entitled “Opening Doors” we included a fun element for children to try and open the door by choosing the right key! If they succeeded and had completed the Passport Trail, they received a mayor bear sticker!

Although designed for children many adults also tried their hands at opening the door and received their very own Mayor Bear sticker. Figure 43 Congratulations from the Mayor Bear for finishing the Passport Trail

127

APPENDIX 4 PUBLIC CONSULTATION REPORT

Figure 44 Volunteers and visitors design plates together. The plate drawing activity was designed to engage visitors with the porcelain collection which will be viewed throughout the house upon restoration.

Figure 45 In all, 45 plates were drawn during the weekend, many being photographed as a record of visitor interaction.

Figure 46 Finished plate designs being photographed Figure 47 Making a Lord Mayors Hat, and colouring in the Coat of Arms of the City of York

Visitors also enjoyed trying on replica costumes in the state room. Whilst child sized costumes were used for the weekend we also spied some adults trying these costumes on! Figure 48 Trying on costumes in the State Room

128

APPENDIX 4 PUBLIC CONSULTATION REPORT

Blue room The Open Weekend was the first time that this particular room had been open to the public.

During the weekend visitor flow up the stairs and lift to the Blue Room was observed.

Figure 49 A student volunteer demonstrates the Seal Making Machine

If the HLF bid is successful the Blue Room will be the home of the gold and silver galleries and displaying some of the city seals. Therefore, during the Open Weekend activities were focused in this room on seal making activities.

Various items were also placed on temporary display including silver items and a chocolate Box, which was one of those given to fighting men at the front in 1914. One activity focused on creating and decorating a chocolate

Figure 50 Making a Chocolate Box activity

box.

129

APPENDIX 4 PUBLIC CONSULTATION REPORT Interpretation of the Mansion House During the Open Weekend visitors were asked their opinions on the proposed interpretive devices suggested for the redeveloped Mansion House.

Comments on the computer/digital aspects of the proposed interpretation for the Mansion House were very positive;  “Interactive features and Ipads are a very good idea”.  “some interactive exhibitions, interpreting some of the houses collections to help bring the period to life”.  “A google tour of the house”.  “ provide phones on site for visitors”.

Comments also indicated the importance of the theme of citizenship and local history for the Mansion House; 

“Showing/informing how York was historically important to the monarchy.”

 “I greatly support this project .... Focussing on the purpose of the building and its importance in York's history is key”. There were also suggestions on potential future activities:  “A service for weddings and also for special smaller parties”  “Perhaps special banquets where people can come and dine in historic attire etc. “  “A cafe or a coffee point must be in the plans!”

130

APPENDIX 4 PUBLIC CONSULTATION REPORT

23.3.4 RECIPES USED IN PUBLIC CONSULTATION

Gingerbread cakes Take three pounds of flour, one pound of sugar, one pound of butter rubbed in very fine, two ounces of ginger beat fine, one large nutmeg grated, then take a pound of treacle, a quarter of a pint of cream, make them warm together, and make up the bread stiff; roll it out, and make it up into thin cakes, cut them out with a teacup, or small glass; or roll them out like nuts, and bake them on tin plates in a slack oven. – Glasse, The Art of Cookery Made Plain and Easy, 1786

21st Century       

680g plain flour 225g sugar 225g butter softened to room temperature 2 tbsp. ground ginger 1 tbsp. ground nutmeg 240ml dark treacle 120ml cream Note: This recipe can be halved to make it workable in most kitchens.

1. Preheat oven to 180°C 2. In a large mixing bowl, blend the flour, sugar and spices thoroughly with your hands. 3. Warm the molasses and cream together in a small saucepan, stirring to blend. This is not to be hot but warm so that they blend together, not cook. 4. Work the butter into the flour mixture with your hands until it has a sort of grated bread look. 5. Add the molasses and cream mixture and work it up into a stiff dough with your hands. If it seems dry, add a little more cream to it. The dough should be stiff but not dry. 6. Roll out the dough on a floured surface about ¼ inch thick and cut cookies into whatever shapes please you. If you wish to form them into nut shapes as the recipe states they will look sort of button shaped when they bake. 7. Bake these in a 180° oven for about 8 to 10 minutes. They should still be soft to the touch before they come from the oven, not hard.

131

APPENDIX 4 PUBLIC CONSULTATION REPORT

Pink Pancakes Boil a large beet-root tender, and beat it fine in a marble mortar, then add the yolks of four eggs, two spoonfuls of flour, and three spoonfuls of good cream, sweeten to your taste, and grate in half a nutmeg, and put in half a glass of brandy; beat them all together half an hour, fry them in butter, and garnish them with green sweet-meats, preserved apricots, or green springs of myrtle. It is a pretty corner dish for either dinner or supper. – Glasse, The Art of Cookery Made Plain and Easy, 1786

        

1 large red beetroot (raw) 4 egg yolks (or equivalent amount of egg substitute) 95g plain flour 120ml heavy cream (or you may use skim milk or low fat cream) 75g sugar 90ml. brandy 1/2 freshly grated nutmeg Butter for frying (may substitute margarine or oil) Preserved apricots, bay leaves, or pistachios, for garnish

1. Boil the beet with the skin on until tender. Let cool, then remove the skin with a dry towel. Roughly chop the beet and then puree it in a food processor. While the processor is running, add the sugar, egg yolks, cream, brandy, and nutmeg. Stop the processor from time to time to scrape down the sides. When everything is well pureed, add the flour to combine to a smooth batter. 2. Heat a non-stick frying pan to medium heat and melt a small amount of butter in the pan. Spoon ¼ cup of the mixture for each pancake into the pan and fry on both sides until done. Repeat until all the batter is used up. 3. Garnish with pistachios, bay leaves, or preserved apricots.

To make ice cream Pare and stone twelve ripe apricots, and scald them, beat them fine in a mortar, add to them six ounces of double-refined sugar, and a pint of scalding cream, and work it through a sieve; put it in a tin with a close cover, and set it in a tub of ice broke small, with four handfuls of salt mixed among the ice. When you see your cream grows thick round the edges of your tin, stir it well, and put it in again till it is quite thick... ... You may do any sort of fruit the same way. Glasse, The Art of Cookery Made Plain and Easy, 1786 132

APPENDIX 4 PUBLIC CONSULTATION REPORT

Cracknels Take half a pound of fine flour, half a pound of sugar, two ounces of butter, two eggs, and a few carraway seeds; (you must beat and sift the sugar) then put it to your flour and work it to paste; roll them as thin as you can, and cut them out with queen cake tins, lie them on papers and bake them in a slow oven. They are proper to eat with chocolate. – Moxon, Elizabeth. “English Housewifery.” 1789     

190g flour 225g caster sugar 55g butter 1 large egg 1 Tbsp. caraway seeds

Note: It is important that this dough be worked with your hands. Do not try to mix it with a spoon, mixer or food processor. 1. 2. 3. 4.

5.

6. 7. 8.

Pre-heat oven to 180°C and line baking sheet(s) with parchment paper. Combine flour, sugar and caraway seeds in a bowl until well mixed. Cut in butter. Beat egg slightly and add to flour, sugar and butter mixture. Work the dough with your hands until the mixture holds together. If you find that the heat of your hands is not bringing the mixture together, you can beat one more egg and add a little bit at a time and work until dough holds together. This mixture will be stiff, so it is important not to add any more moisture than necessary. Taking a small portion of dough at a time, roll out to 1/8” thick on a lightly floured surface. Cut out dough with a 2 ¼ inch biscuit cutter and place on parchment lined baking sheet ½1” apart. Dough does not spread during baking. Bake 8-10 minutes or until lightly browned around the edges. They will be soft to the touch whilst warm. Allow to cool slightly on the cookie sheet before removing to wire racks to cool completely. As the biscuits cool they will become hard and crisp. Yield: using a 2 ¼” cutter, about 7 dozen biscuits.

To make Wine Chocolate. Take a Pint of Sherry, or a Pint and a half of red Port, four Ounces and a half of Chocolate, six Ounces of fine Sugar, and half an Ounce of white Starch, or fine Flour; mix, dissolve, and boil all these as before. But if your Chocolate be with Sugar, take double the Quantity of Chocolate, and half the Quantity of Sugar; and so in all. „The Cooks and Confectioners Dictionary‟, John Nott, 1733 Although the original recipe calls for the use of sherry or port, it works just as well with red wine making this modern version both less expensive and more palatable. You will need: 1 pint (570 ml) of red wine 4 ½ oz (125g) good quality dark chocolate (ideally 70% cocoa or greater) 6 oz (170 g) sugar ½ oz (14 g) plain flour 133

APPENDIX 4 PUBLIC CONSULTATION REPORT Note: this will make a very sweet drink, you may prefer to use less sugar to start with then sweeten to taste. 3oz (85 g) would be a suggested starting amount. To make: First break up the chocolate into small pieces then place in a saucepan with the wine, sugar and flour. Place on the heat and slowly bring to the boil, stirring gently to help dissolve the chocolate without letting it burn on the base of the pan. Once boiling, reduce the heat so that the liquid simmers vigorously and cook for around 10 minutes stirring continuously. During this time the liquid should thicken to the consistency of double cream and attain a glossy sheen. Remove from the heat and allow to cool to drinking temperature. Serve and enjoy hot or cold.

Carrot Pudding You must take a raw carrot, scrape it very clean, and grate it; take half a pound of grated carrots, and a pound of grated bread, beat up eight eggs, leave out half the whites, and mix the eggs with half a pint of cream; then stir in the bread and carrot, half a pound of fresh butter melted, half a pint of sack, and three spoonfuls of orange-flower water, a nutmeg grated, sweetened to your palate; mix all well together, and if it is not thin enough, stir in a little new milk or cream; let it be of a moderate thickness, lay a puff-paste all over the dish, and pour in the ingredients; bake it; it will take an hour‟s baking: or you may boil it; but then you must melt butter, and put in white wine and sugar. – Glasse, The Art of Cookery Made Plain and Easy, 1786   



225g carrot, scraped 450g bread crumbs 4 eggs plus 4 yolks (you can use an equivalent amount of egg substitute or omit extra yolks) 235ml cream (you may use skim milk or low fat cream or evaporated milk)

o o o o o o

225g unsalted butter, optional 235ml Crème Sherry 3 tsp. orange-flower water 1 whole fresh nutmeg, grated 225g sugar Puff pastry for a 9” pie pan

For the sauce: 

115g sugar

 

225g butter 235ml Crème Sherry

To Bake 1. Preheat the oven to 180°C. 2. Grate the carrots into a bowl. Add the bread crumbs and nutmeg to stir to combine. 3. Using an electric mixer, mix the eggs, sugar, cream, melted butter, orange-flower water, and sherry until smooth. 4. Pour the egg mixture into the carrots and bread and stir to combine. 5. Line a 9 inch pie pan with puff pastry. Pour in the mixture and place in the oven for 35-40 minutes, until set. When done, allow it to cool to room temperature. Serve at room temperature. 134

APPENDIX 4 PUBLIC CONSULTATION REPORT To Boil 1. If boiling, bring a large pan of water up to a rolling boil. Inspect your pudding cloth (2 foot square of heavy muslin) to ensure there are no holes or rips. 2. Prepare a pudding cloth by saturating a dense muslin cloth in hot water, then buttering and flouring it like a cake tin. Then put the cloth in a colander with the sides of the cloth draped over the colander. Pour the carrot mixture into the center of the cloth. Gather up all the sides of the cloth into one hand, making sure there are no gaps or turned-under sides. Imagine making it into a balloon, or a money bag. Wrap the neck of the bag with heavy string. Inspect the bag again to ensure there are no gaps or rips. 3. Place the bag into the boiling water and keep the pot boiling for at least 50 minutes to an hour. The pudding will swell during the cooking and will become hard like a football when done. 4. When finished, put the pudding back into the colander and untie the cloth. Drape the cloth over the sides of the colander, exposing the pudding. Then invert a serving plate on top of exposed pudding. Holding the plate against the colander, invert the colander onto a flat surface. Remove the colander and then carefully peel the cloth from the pudding.

Making the Sauce 1. Make the sauce by combining the sugar, butter, and sherry in a saucepan over medium heat. Stir until all the butter and sugar are melted. 2. Pour the sauce over the boiled pudding and let it cool to room temperature. The sauce will solidify and become a hard sauce.

135

APPENDIX 5 VOLUNTEER CONSULTATION

24

Appendix 5 -Volunteer Consultation

24.1 Friends of the Mansion House s The Mansion House has a very active volunteer base with over 20 who regularly participate in activities. The Friends of the Mansion House are involved in conducting guided tours, giving talks to the public, and have also been involved in events such as the Residents Weekend and the Open Weekend.

Over 20 Friends of the Mansion House were invited to the Mansion House in February 2014 and consulted about their responses to the HLF bid and the intended changes. The proposed changes were regarded very positively by the group.

The Friends of the Mansion House were also specifically asked about the activities that they would like to see developed at the Mansion House.

Out of the 7 completed

6 5.8

questionnaires returned,

5.6

lectures and talks on the civic

5.4

history of York, and the history

5.2

of York silversmiths were the

5 4.8

most popular activities. Food

4.6

history was also relatively

4.4 Lectures/talks on Lectures/talks on Lectures/talks on Civic History of Food History history York York Silver Smiths Figure 51 What talks/lectures would be interesting?

popular with 5 of the 7 respondents being interested in attending lectures on this topic

.

136

APPENDIX 5 VOLUNTEER CONSULTATION 6

5

4

3

2

1

0 19th Century cooking

18th Century cooking

Learning Research conservation opportunities methods

Online resource of ‘Lord Mayors’.

Educational workshops

Fundraising

Developing events

Room explainer

Friends news letter

Figure 52 What sorts of activities would you be interested in doing?

137

APPENDIX 5 VOLUNTEER CONSULTATION When asked which activities the Friends would like to be involved in, the most popular were research opportunities, learning conservation methods and being a guide. This indicates a need to broaden the base of the current volunteers to enable outreach and education activities to take place. 24.2 Young Volunteers

Figure 54Student Volunteers get to grips with making Lord Mayor Hats

Figure 53 The Lord Mayors Scouts Try their hand at designing shields whilst volunteering

As discussed in the Audience Profile, the age profile of visitors to the Mansion House are predominantly in the over 45 age group category. Therefore during the development phase young people were targeted to involve them in different aspects of the Mansion House.

Volunteers were recruited using a variety of different media:  twitter and facebook

 Youth Community &

 York Youth Council  Family Information Service CYC

Development Team at CYC 

York University

 St. John‟s University York.

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APPENDIX 5 VOLUNTEER CONSULTATION . Two volunteers were aged under 16 and they participated in the Easter Egg Hunt in April, the Open Days and the Assize of Ale event during the Development Phase. In addition, eight volunteers aged 18-25 participated in the Open Weekend.

Figure 56Scout volunteers and students learn about seal making on the Open Weekend

Figure 55 Designing plates with volunteers at the Open Weekend

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APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE

25 Appendix 6- Young Volunteer Good Practise

INVOLVING YOUNG VOLUNTEERS GOOD PRACTICE GUIDANCE

Produced by the City of York Council for the CVS Volunteering conference in May 2014

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APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE Benefits of involving young volunteers To the Young Volunteer  It gives children and young people experience, which can be useful in developing skills, confidence and interests.  It provides them with experience which can be useful in applying for jobs or courses.  It gives them opportunities to feel they are contributing to the society, and that they have things to offer other people. To your organisation  It provides an opportunity to engage with children, families and young people and communicate your aims to them.  It can provide you with time, skills and resources to support your work.  Children and young people can have ideas about making changes so that the service you offer better meets their needs and interests. To wider society  You create a culture of volunteering, where it is something that children and young people have always engaged in.  You create opportunities for children and young people to make connections with wider society, developing intergenerational communication and respect. Considering whether volunteering opportunities are suitable for young people In consultation children and young people have said they are interested in volunteering, however at present there are very limited opportunities for them to get involved. We recognise that not all volunteering opportunities are suitable for young people, as they require a level of skill or experience that children and young people have not yet developed. However we feel that with consideration, there are many roles or tasks that children and young people would be able to contribute to, if they are appropriately trained, supported and supervised. This pack is designed to help you explore whether you can create young volunteer roles, if you can, what tasks these should contain and what processes and structures you need to put in place to ensure that the volunteering opportunity is beneficial to the child/ young person, the organisation and the wider community. York CVS provides a volunteer manager training that gives general information about good practice in managing volunteers. Insurance  You will need to provide young volunteers with employers’ liability insurance (covering your liability for injury or disease suffered by volunteers, during the course of their placement). Check your insurance policies, make sure that children/ young people would be covered if they were undertaking a volunteering activity. Check whether there are any things you must 141

APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE do to ensure this, and do them. If your insurance policy doesn’t cover this it is worth contacting an insurance broker to see whether they can identify any suitable polices that they could recommend. This can help ensure you get the right coverage for the best price. Individual or group volunteering activity? When considering whether an opportunity could be undertaken by children or young people you will need to think about what circumstances this could occur in. The circumstance they are working under may affect whether or not the activity is suitable. Possible options: With their family You could create opportunities for children and young people to get involved alongside their parents. You will still need to ensure that the activity is suitable and that parents are briefed about any risks, but parents then remain responsible for their children. Group -working with an external established group You could create an event or opportunity and then invite other established groups to take part (this could be schools, scout/ guide/ church/ Duke of Edinburgh/ youth club). You would then need to work with the group leader to ensure that they have appropriate supervision and insurance in place. You would still need to risk assess the activity and ensure that it is suitable for the group in question. Your organisation would be responsible for ensuring the activity was safe and briefing staff. The other group would be responsible for supervising the children/ young people. Creating your own group This means that you take full responsibility for creating, promoting and supervising children and young people on site. Your staff would need to be responsible for the children and young people while undertaking the activity and would be acting in loco- parentis. We can assist you with the initial set up of the group. Tim Waudby, Community Leisure Officer - Children and Young People in the council’s Communities and Equalities team can be contacted for more information via e-mail [email protected] , or telephone (01904) 553426. Individual opportunities These would be opportunities where the young volunteer operates on their own within your team rather than as a specific group activity, and may involve working alongside other adult volunteers as well as other members of staff in your team. While there will be oversight in place, as for any volunteer, they may not be as closely supervised as they would be in group situations. We recommend that this is only usually suitable for young people 14 and over. A named supervisor would be responsible for the young volunteer. 



You should consider whether tasks listed in the volunteer role description are appropriate for the young person to carry out individually. Check against the ‘prohibited employment’ list, do any of these areas raise any concerns? The Children and Young Persons Act 1933 offers guidance on the child employment age restrictions. 142

APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE  Young volunteers shouldn’t be left alone with members of the public or other staff members who are not DBS (Disclosure and Barring Service) checked. How will you safeguard the young volunteer in the context of your wider staff team and other volunteers? You should consider creating a safeguarding policy for your organisation to show how that will be managed. City of York Council offer training in working with young people on a regular basis as part of their volunteer training and induction. Individuals who will be overseeing young people may be able to access this training. Alison Cammiss, Volunteer Lead in the Youth Offending Team has information about this training. You can contact her via email on [email protected] or by phone on (01904) 552444 Things to consider: The Law around employing children and young people While there are legal restrictions on employing young people, they do not apply to volunteers. It is however sensible to comply with the legislation (Section 18 of the Children and Young Persons Act 1933 and the school leaving age guidance), even if you are not bound by it, and to remember that young people have other demands on their time outside volunteering, such as home work, socialising and so on. Child employment - THE LAW  Children must be aged 13 or over (This does not apply to volunteering opportunitieshowever any volunteering opportunities should not place unfair demands on the individual and should only involve suitable tasks and roles.)  Must not be employed before 7am or after 7pm at any time  Must not be employed for more than 2 hours on any school day or Sunday  Can only work 1 hour before the start of school  May only work a maximum of 12 hours per week in term time  Must have a break of at least 1 hour after four hours work  Must have at least 2 weeks free from employment during the school holidays When considering opening volunteering opportunities to children and young people you should consider whether they follow these principles. Detailed restrictions on employment of children and young people can be found in the appendix attached to this guidance. Appropriate ratios 143

APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE Recommended adult to child ratios when supervising children can be found on the National Society for the Prevention of Cruelty to Children (NSPCC) website. Aged 0 - 2 years Aged 2 - 3 years Aged 4 - 8 years Aged 9 - 12 years Aged 13 - 18 years

1 adult to 3 children 1 adult to 4 children 1 adult to 6 children 1 adult to 8 children 1 adult to 10 children

If the group is mixed gender, the supervising staff should also include both male and female workers wherever possible. When deciding on the number of adults required, it is important to bear in mind that these ratios are guidelines only, in certain situations it will be necessary to have a higher number of adults than this recommendation suggests. If, for instance, the children or young people have specific support needs, or a risk assessment identifies behaviour as a potential issue for the group or event, the number of supervising adults will need to be higher. What age would it be suitable for? When deciding what age range the role would be suitable for you need to consider the following:  What skills and experience are needed? Could the young volunteer be supported to develop these?  Is the opportunity going to be interesting and engaging for the young volunteer, what is their likely attention span? What can you do to support this?  Are there ways that you can adapt roles to make them suitable for young volunteers? E.g. offer some ‘taster’ volunteer sessions. You should not engage young volunteer in the role which:  Is beyond their physical or psychological capacity;  Exposes them to substances chronically harmful to human health;  Exposes them to radiation;  Involves a risk of accidents which they are unlikely to recognise because of, e.g. their lack of experience or training or sufficient attention to safety;  Involves a risk to their health from extreme heat, noise or vibration.  Children under 16 years of age cannot take part in house to house fundraising collections without an adult. Creating a role description 144

APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE When creating a volunteer role description that you intend to be inclusive for young people include all aspects that you would normally take into account when writing a role description for an adult volunteer. BUT think about potential implications on a young person. Below is the list of things to consider:  What will the volunteer be doing? (Are those tasks appropriate for a young person to carry out?)  Why will they be doing it? (Is the role actually required? Will the young volunteer have a chance to see authentic results of his volunteering? Will the young volunteer have a sense of achievement in result of carrying out the role?)  Expected time commitment. (Will the volunteering be taking place between 7am and 7pm, how many hours a day? See the guidance in this document.)  Place where the volunteer will carry out his activities. (Is the place appropriate/save for the young person to volunteer?)  What skills and experience would the volunteer need to have already? (List things like enthusiastic or like to operate as part of a team, rather than professional skills that young person would not have a chance to gain yet. Can you train young person to be able to carry out this role?)  What training will the volunteer be required to undertake? (Have you got necessary DBS checks to be able to carry out training?)  Who will the volunteer be working with? (Alone with the supervisor, or along other volunteers/paid staff? Have you got necessary safeguarding measures in place? See the guidance in this document.)  Who is the volunteer manager/named contact person for the volunteer? (Has that person got recent DBS check and skills set required to work with young people)?  What support and supervision will be offered? (Can you provide continuous supervision to the young volunteer? See guidance in this document.)  What are the benefits to the volunteer? (List things that would be attractive to the young person, e.g. great fun, looks great on your CV, help out in the sports club – coach someone/transfer your skills, improving IT skills, meet new friends, be part of a fantastic team.)  What are the benefits to the client group/community/York? (What are the benefits to the wider community of having a young person volunteering, e.g. personal development opportunity for young people, opportunity to participate in volunteering resulting in becoming better citizens.) 145

APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE  What expenses will you reimburse for? ( You should be able to reimburse for out-ofpocket travel costs between volunteer home and volunteering place and also other reasonable expenses as agreed by you) Creating a risk assessment Young people, especially those new to the workplace, will be facing unfamiliar risks from the job they will be doing and from the working environment. They are seen to be particularly at risk because of their possible lack of awareness of existing or potential hazards, immaturity and inexperience. They are also likely to lack confidence and be eager to impress or please other people around them. Those who employ young people have an opportunity to instil within them an understanding of the importance of health and safety which will serve them well throughout their working life. Where you are opening a role to a young volunteer you should carry out a risk assessment specifically for this role. This will ensure your volunteers’ health and safety and compliance with your legal duties to prevent or control health and safety risks. This should include all the risks associated with an adult volunteer, with additional areas identified, or measures taken to ensure the safety of the young volunteer. Particular focus points while carrying out the risk assessment are:  To assess risks to all young people under 18 years of age, before they start volunteering;  Take into account the layout of the workplace and the particular site where they will volunteer;  Take into account the nature of any physical, biological and chemical agents they will be exposed to, for how long and to what extent;  Asses what types of work equipment will be used and how this will be handled;  To ensure your risk assessment takes into account their psychological or physical immaturity, inexperience, and lack of awareness of existing or potential risks;  To introduce control measures to eliminate or minimise the risks, so far as is reasonably practicable.  To identify what age group you feel the role is suitable for, and the level of oversight/ supervision that is required. You should also:  Let the parents / guardians know the key findings of the risk assessment and the control measures you have introduced before the child/ young person starts volunteering.  Take account of the risk assessment when deciding whether the young volunteer should be prohibited from certain activities. 146

APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE  Involve young volunteers in the process of identifying any health and safety risks and in developing solutions. Young people may bring a fresh perspective to problemsolving.  Review the risk assessment if the nature of the volunteering changes or you believe it is no longer valid. If a significant risk remains in spite of your best efforts to do what is reasonably practicable to control it, you must not engage the young person in this volunteering role. Trained, experienced Overseers Any young volunteer should have someone who oversees their work. The should be someone who is around while the young volunteer is undertaking the activity, and is available for them to go to for advice, information or support. They should be aware of the work the young volunteer is doing at all times and be able to intervene in case of any issues. The person who will supervise and train volunteers under 18 years of age requires a DBS check. If you are supporting a young person/people whilst volunteering it would be good practice to have experience of working with young people and training in this area. Good supervision is paramount for the young person and this then reflects on the volunteering opportunity, time needs to be built into the day to provide supervision. Training on working with young people is available through City of York Council. Supervision/ oversight needs The level of oversight/ supervision required is very much dependent on a young persons maturity rather than age, some 14 year olds present much younger than others. However, it is good practice to have 2 adults overseeing/supervising at all times.  There must be supervision by a person who has successful DBS clearance.  The supervision must be regular and day to day e.g it must not tail off after a few weeks, it must be consistent on every occasion that the volunteering takes place  The supervision must be ‘reasonable’ in all circumstances to ensure the protection of children. Organisations must consider whether they can implement a consistent level of supervision at all times to ensure that it would not impact on the safety and protection of children and young people in care of the organisation. Recruiting young people Information you should provide When you promote a volunteering opportunity it is useful if you can provide details about what is involved e.g. the role description. This helps the child/ young person/ family decide whether the opportunity is suitable for them, whether they are able to take it up. Even if you are providing opportunities for young people to take up without their parents it is good 147

APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE practice to make this information available to parents to ensure they are aware of the activity the young person will be doing and that they feel it is suitable for their child. obtaining parental permission It is good practice to obtain a written consent from a parent or guardian of a person below 16 years of age who intends to volunteer. When giving a consent form to a volunteer, also provide a volunteer role description and publicity leaflets for the organisation. This will help to ensure that the volunteer’s parent/guardian understands what your organisation does, what the young person will be doing, when and where they will be working and consents to this. If the volunteer will be working away from the premises where they normally volunteer, then additional permission should be sought. It may not always be appropriate to obtain parental/guardian consent for volunteers aged 1618, however volunteer managers should encourage volunteers in this age group to discuss their volunteering activities with their parents/guardians. It is also a good practice to obtain emergency contact information for anyone undertaking a volunteering activity. When using photos of young volunteers for publicity purposes you need to obtain their permission and, if they are under 16, the permission of their parent/guardian to use them. If a young person is over 16 and is living independently of parents or social services they are able to provide their own consent. Considering how they will get to/ from the opportunity If you are creating an opportunity for a child/ young person you should consider the location and time of the opportunity, and how they will travel to and from the activity. An opportunity that finishes after dark in a location away from public transport may make it hard for young volunteers to take part. Your organisation should assess any risks associated with traveling to and from the opportunity and put measures in place to reduce these. E.g. arranging for the group to walk together, ensuring that any taxi companies used are reputable and exploring whether they have drivers with DBS clearance.

When young people start volunteering Induction and training  Treat young volunteers as staff members; provide them with the same health and safety protection you give to your staff.  Provide young volunteers with opportunity to access training to enhance their knowledge and/or gain qualification, provide them with opportunity to use their skills. Organisations can ask other agencies to support training and this is often at no cost. 148

APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE  Young people need training most when they start volunteering, they need it to increase their capabilities and competencies to a level where they can volunteer without putting themselves and others at risk. It is not enough to make training available. You should make sure it is undertaken and check that key messages have been understood. Young people will also need training and instruction on the hazards and risks present in the workplace and on the preventive and control measures put in place to protect their health and safety. This training should include a basic introduction to health and safety, for example including first aid, fire and evacuation procedures, safeguarding – who to go to if concerns arise, professional relationships, equal opportunities and emergency procedures.  Young volunteers are likely to need more supervision than adults. You will find that effective supervision will help you assess whether the young person has the necessary capacity and competence for the role.  Importance of training and proper supervision to young people is essential because of their relative immaturity and unfamiliarity with the working environment.  Young volunteers should not be left unattended.  It is safer if young volunteers are supervised by two or more adults. Providing appropriate equipment If you have children or young people volunteering you will need to ensure you provide appropriate equipment for their size and strength- e.g. if they are undertaking a gardening project you may need small sized protective gloves and smaller or lighter spades. Briefing your team When working with young volunteers at least one person should be present at all times who has a successful DBS. Young people shouldn’t be left alone with members of the public or other staff who are not DBS checked. In order to ensure all staff have a clear understanding of safeguarding procedures and professional boundaries it is good practice to provide training/ information for staff before they undertake supporting young volunteers. Points to consider:  Who is going to take full responsibility for the young people and ensure full training and support is given to the young people and staff?  Who is going to deliver training and when?  Who is the contact for safeguarding issues?  What is included in training – safeguarding, rights and responsibilities, professional boundaries, health and safety, communication, dealing with difficult situations?

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APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE An organisation needs to ensure young people have a contact number, so they inform you if they cannot make a session and likewise you need emergency contact numbers for the young people. Support Young volunteers may require additional support in order to be able to carry out their role in a safe and effective way. It is important to remember is that everyone is an individual and some young people may not yet be very mature and be unfamiliar with the working environment. Some volunteers will need a lot of support, where others may be more confident and not require this additional level of attention. Considering buddying new young volunteer up with an experienced volunteer. Support does not have to have a formal character; it can be a friendly chat over a cup of coffee. Having an open door policy can prove to be a great support tool for young volunteers, with them being able to approach you whenever they feel they need your advice. Holding one-to-one meetings can provide a great opportunity for an open two way conversation that gives volunteer a chance to provide and receive feedback about their volunteering work. Respect young volunteers, show them gratitude for their efforts, show them that they are needed, and provide them with opportunity to contribute with their ideas. Showing young people gratitude does not need to be at a cost, good supervision and saying thank you makes a difference, however small celebrations and awards evenings aid recognition and bring volunteers together.

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Risk assessment form- blank TITLE OF YOUNG VOLUNTEERING ROLE RISK ASSESSMENT DETAILS OF ACTIVITY MANAGER RESPONSIBLE Is the individual/ group known to the organisation? Are there any factors that need to be taken into account? (e.g. children/ young people with additional needs? Expected behavior of the group/ individual?

HAZARD TO YOUNG VOLUNTEER e.g. trip, falling objects, fire, explosion, noise, chemicals, violence Are there specific risks because of the level of experience, skills, strengths, height etc of the young volunteer?

Age range this opportunity is suitable for?

WHAT ACTION YOU HAVE TAKEN TO MINIMISE THE RISK e.g.

POSSIBLE OUTCOME DOES ADDITIONAL CONTROLS THIS REQUIRED? What are these? ADDRESS RISK? Yes/ No

Guards, Workplace Instructions, Training, Authorised Users, Competent Persons, Personal Protective Equipment (PPE), GIVE FULL DETAILS

Oversight ratio that is needed. E.g. 1 adult to 1 young volunteer or 1 adult to 10 young volunteers

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APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE Parental permission form- Blank Young Volunteers details First Name Address Including postcode Surname Telephone Email Mobile Age Emergency contact details Name: Relationship to child Home Tel No: Work Tel No: Mobile No: Alternative emergency contact name: Relationship to child Number: Medical Information Please give details of any medical conditions that we may need to be aware of in order to ensure your childs safety while undertaking the volunteering role Parent/Guardian Consent I conform I have read and understood the role description and risk assessment information. I consent to my son/daughter, volunteering in the role as a (role title) I agree to staff giving my child’s emergency contact details from this form to the emergency services; so they can contact the emergency contact in order to gain permission for any treatment or medication considered necessary by the medical authorities present. I consent to (organisation name) taking and publishing photographs and/or images of me and/or my child/dependant and their names where required for the purpose of promoting or publicising this volunteering activity. I consent for these photographs to be used in printed publications to promote volunteering activities / the work of the organisation. I consent for these photographs to be used on websites to promote volunteering activities / the work of the organisation. I consent for these photographs to be used on social media to promote volunteering activities / the work of the organisation. Parents signature: Date:

Date of Birth

Please circle Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

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APPENDIX 6- YOUNG VOLUNTEER GOOD PRACTISE Team fact sheet- Having a young volunteer in your team

Young volunteers need to be supported age appropriately and depending on age different levels of support will be required. What follows are a suggested list of good practice guidelines. Professional boundaries  Never give a young person your home address or telephone number;  Do not loan money to young people or borrow it from them;  Do not use inappropriate language (including jokes) in front of young people (and challenge them if they do to you!);  Do not smoke in front of young people;  Report any substance use to senior worker immediately (even if you suspect it) young people under the influence should not be attending sessions;  Do not offer lifts to young people (unless you have agreed this with a senior worker and have handed in the necessary documentation);  Do not call the young people names or make jokes that could offend them;  Try not to undermine parents, teachers etc – there are two sides to every story!;  Report any concerns (including abuse, drugs and alcohol, risky behaviour and antisocial behaviour) to the senior worker;  Do not give or receive gifts / cards etc (speak to senior worker if necessary);  Never contact a young person on Facebook, Twitter, MSN or e-mail. Volunteers have rights and responsibilities. Below is the suggested list of things to consider. Volunteer Rights  To be reimbursed for out-of-pocket expenses as agreed;  Not to be asked to do anything that compromises your beliefs or makes you feel uncomfortable;  To be supported and have regular supervision;  To be included in team/planning meetings;  To be able to speak to the lead worker if you have any problems ;  To have an induction;  To be listened to and valued. Volunteer Responsibilities  To be reliable and offer a minimum commitment of 12 months;  To arrive on time and let your line manager know if you are going to be late;  To let your line manager know 24 hours in advance if you cannot make the session;  To be part of a team and involved in planning, delivering and evaluating sessions;  To report any concerns about other volunteer, or member of staff to your volunteer manager; To behave responsibly and safely at all times;  To complete relevant paperwork; and follow guidance around health and safety and Child Protection 153

APPENDIX 7- YOUNG PEOPLE FOCUS GROUPS

26 Appendix 7- Young People Focus Groups As outlined in the Audience Profile, the current audience profile of the Mansion House tends towards those over the age of 45. Therefore during the development phase the views of young people were targeted to ascertain their views on the project and to assess the potential of building and developing this audience for the Mansion House. 26.1 York Youth Council York Youth Council is recruited from the nine maintained secondary schools in the City of York34. The Youth Council meets weekly to discuss issues pertinent to Young People and were very eager to be involved. A small group of Young People (11-18) from the Youth Council were invited to visit the Mansion House on 7 May 2014. The group were given a guided tour by the Project officer and their comments and feedback was recorded on Figure 57 Comments from York Youth Council

flipcharts.

The group were very positive about the proposed changes in the Mansion House. However, they felt that there might be a potential conflict of interest between the Heritage and the corporate aspects of the project and that the Mansion House needed to be clear about the Unique Selling Point (USP). The group felt that the Mansion House should position itself in the context of the history and geography of the city of York. They were of the opinion that the key messages or USP of the Mansion House should be: 34

http://www.yorkyouthcouncil.co.uk/

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   

citizenship and democracy the Lord Mayor lives in the Mansion House The Georgians Black History

The group thought that the way these messages should be delivered should be through: 

Telling the stories of people who lived in the house. As "people care more about bad stuff"- i.e. War, scandal, gossip the group felt that these stories should be included. The group felt that the story of George Hudson, a Lord Mayor of York, would make a good story.

 Dressing in Georgian costumes including masks The Youth Council thought that the possible events that could be held at the Mansion House could include:  Georgian Experiences such as: o Learn to be a Georgian in costume o The Georgian Dining Experience in costume o A Georgian Murder Mystery o Making Georgian Food  Children‟s activities such as: o House quiz for 8 year olds o Picture Trail around the house o A sandpit in the yard to “dig up archaeological” finds  QR codes to enable on-line access  Recitals and Music Events  Ghost Tours or Spooky Tours of the House The Youth Council suggested that the Mansion House should explore local attractions such as Fairfax House, Middlethorpe Hall and Beningbrough Hall. 155

APPENDIX 7- YOUNG PEOPLE FOCUS GROUPS The Youth Council thought that there was no need for Outreach activities and that the Mansion House should use “Make it York” (was Visit York), and social media to advertise whilst shut. They were of the opinion that the experience of waiting would be beneficial and create excitement when it did open. This was based on their experience of York Art Gallery which has recently been closed for a year whilst being renovated. 26.2 Young Adults A focus group of Young Adults, aged between 18-35 years, was gathered to discuss the proposed plans for the Mansion House with the lead architect from de Matos Ryan on 11 June. This group comprised seven young adults, three of whom were History PGCE students and five were Heritage Studies Students from the Institute of Public Understanding at York University. The group‟s general discussion was recorded by the Project Officer. Each of the participants was given a set of post it notes on which they could record their own comments at any time in the discussion. The group considered audio tours to be a welcome interpretive device to orientate visitors and aid their navigation of the building which they considered to be an “immersive experience”. However, they were concerned that audio tours could be a very passive way of interacting with the Mansion House experience and stressed that this should be one of a variety of navigational aids including written guides and guided tours. The group also suggested that audio tours in “a few other languages for international travellers” would be a good idea. There was much discussion about the role of guides. Some of the group felt that guides could be dressed in costume in each room, whereas others thought that this should be optional. The general consensus of the group was that guides should only be “in character” when there were school visits or special events with costumed characters leading guided tours around the house. One example given was that of the sword and mace bearers. However, it was felt that visitors to the House would 156

APPENDIX 7- YOUNG PEOPLE FOCUS GROUPS enjoy wearing replica costumes, for instance Mayoral Robes, or costumes similar to those seen in the portraits in the state room etc.. The group discussed the use of interactive elements. The consensus of the group was very positive. As one participant commented; “Love the interactive elements like the dining room table, the demonstrations in the kitchen and the possibility of trying on robes- fairly universal appeal to kids and adults alike.” It was generally felt that having interactivities in the state room was a good idea, but perhaps each room could be equipped with stand alone computers that could be interrogated to provide more information on the rooms, furniture and paintings and objects. As one participant commented “An app of clickable icons of individual objects or overall general room info either in the form of an audio file or short text to read” would provide a welcome interpretative device. However, another participant commented that “Some ipad usage fine, but [it] can get overcrowded and thus overlooked.” The group concluded that a mixture of audio guides, room guides and ipads/computers would provide the right balance and choice. As one participant commented: “I think it would very much help to have both guides in the rooms and technology. Room guides offer a personable interaction and visitors come to mingle and loose themselves in the passage of time. Also, good stories that are told stay with a person- being able to tie objects to people makes them memorable.”

26.3 Young Inspectors The Young Inspectors is a project funded by City of York Council, which sees a group of young people who are trained go into services across the city and offer advice on how the service can be improved for young people. The young people recruited are from disadvantaged backgrounds. 157

Themansionhouseyounginspectorsr eportthemansionhouseyounginspec torsreportthemansionhouseyoungin spectorsreportthemaionhouseyoun Activity Plan Activity Plan ginspectorsreportthemansionhouse younginspectorsreportthemansionh ouseyounginspectorsreportthemans ionhouseyounginspectorsreportthe mansionhouseyounginspectorsrepo rtthemansionhouseyounginspectors reportthemansionhouseyounginspe ctorsreportthemansionhouseyoungi nspectorsreportthemansionhouseyo unginpectorsreportthemansionhous eyounginspectorsreportthemansion houseyounginspectorsreportthema nsionhouseyounginspectorsre uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjk lzxcvbnmqwertyuiopasdfghjklzxcvb APPENDIX 7- YOUNG PEOPLE FOCUS GROUPS

26.4 Gillian Waters

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Contents Introduction ...................... 3 Meet the Inspectors .......... 4 Observation ...... ................ 5 The Tour ........................... 8 Mystery Shop ................... 10 Website Review ................ 11 Survey ...... ........ ................ 12 Recommendations ........... 14 Conclusion ................. ...... 16

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Introduction On Saturday the 26th of July the Young Inspectors did an inspection on the Mansion House. The Young Inspectors are a group of young people run by the City of York Council who inspect services in our area. The Young Inspectors group aims to make things better for children and teenagers in York. One of the aims of the group is to listen to the views of York young people who might not usually get heard. Services and organisations ask us to inspect them and write a report with our recommendations, so they can make things better for other young people.

Interesting fact The mansion house is the home of the Lord Mayor of York, the mansion house has been the home for the Lord Mayor for over two hundred and eighty one years.

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Meet the Inspectors

Amy – It was actually a

good tour. I enjoyed hearing the story about the Mansion House ghost.

Oli – it was a great day, everyone was enthusiastic. I enjoyed meeting and having photos with the Sherriff and Sherriff’s Lady. Overall it was great.

Josh – The house was nice, the

Aaron

entertainment levels could be better for young people but we got to go into places that weren’t normally open to the public which was good.

14 York 161

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Observation On the inspection day we made observations on the following: Accessibility Atmosphere Feedback Information

It is easy to find as it is in the centre of town and there are signposts

It is not currently open outside school hours

Accessibility

It is free to York residents with a York Card

There is disabled access to the house round the back entrance

There is a lift

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Atmosphere We felt welcomed when we arrived

The staff were kind and friendly We felt like we could ask questions

Atmosphere

There was a play on at the house so some things inside had been moved or covered so it was different to normal

There were no other young people around

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Information There is a little bit of information at the entrance

We noticed information on other places people might like to go to

Informatio n Activities and events are advertised inside

There are leaflets to take away

Feedback

There wasn't a comments box

There was no visitors book to write in

Feedback

We were happy to see the Young Inspectors survey was out on the table for visitors to complete

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When we first entered we were greeted by Gillian who was our tour guide and Dean the security guard. After this we took a picture on the steps outside. We also met the Sherriff and the Sherriff’s Lady. They were very nice and normal not stuck up like I thought they would be. We felt special because of the welcome we received. We could always hear and see the guide and she spoke clearly and loud enough. We could ask any questions and the tour guide was always open to answer our questions.

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The Guided Tour The things we found interesting on the guided tour of the Mansion House were:

 Chandeliers – bright and sparkly and worth a lot. (Millions!)  The gold and silver – shiny and worth a lot!  Secret doors – exciting and intriguing  Secret passages – we were told about the secret passages and would have really liked to have been able to see them  The ghost story of the ghost lady who had lost her keys and goes around looking for them  The Queen has visited the Mansion House and has a room there  We think other young people would like these features of the tour also

We were less keen on hearing about the plates and flowers.

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Mystery shop Mon 14th July 2014 3:30pm The big front doors were locked. So we went to the back doors. We looked round the back area – there were no signs – the doors were locked. A man came out. We asked when the Mansion House would be open. He replied they are open Thursday, Friday and Saturday. The man asked who we were. The Young Inspectors answered they were just looking for a tour of the house. The Young Inspectors asked if there were any leaflets or information, the man replied that he hadn’t any. The Young Inspectors thanked the man and they all parted ways. The man was wearing a name badge but the Young Inspectors can’t recall what his name was. They felt he was quite friendly but a bit pre-occupied, he seemed busy. The Young Inspectors noticed that there is disabled access as there was a sign reading “press bell for disabled access”. The Young Inspectors felt it would be useful to have the opening times visible on the outside of the house for visitors to see, even when the house is closed. Phoning the Mansion House  We rang the Mansion House 3 different times to find out the opening times.  We had difficulty getting through to speak to anyone, maybe because we rang at our session which is after 6 o’clock.  An answer-phone told us to ring back on a different number.  We didn’t get through on that number either.

 We thought that a recorded message telling us we had reached the Mansion House and when it would be open again would have been helpful. 167

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Website Review  The home page for the Mansion House is quite bland.  When we first looked at the website we didn’t know what the Mansion House was – we thought it was a really big house, or a hotel, we thought someone special lived there.  When we looked on the website it didn’t really explain what the Mansion House is.  There could be more intriguing pictures and information  We found it difficult to find things, some sections were empty  The ‘What’s On’ guide had been moved to the Council website  The phone number is not big enough  It is not young person friendly.  There is no Facebook page  The Chocolate Tour is advertised on the website and sounds interesting but there is no other information about it. We are confused about it.

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The home page does not have an introduction or tell you what the Mansion House is

The tours are advertised on the homepage but it is confusing. We don’t know when they are.

The blog on the home page is from 2013

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Survey We prepared a survey for visitors to fill in to find out what sort of people visit, what they like and dislike about the Mansion House, and any ideas they have to improve it. We were disappointed when we found out that no surveys were completed. This meant we had no information but we have included this copy of the survey in our report anyway. Young Inspectors Mansion House Visitor Survey Hello, we are the York Young Inspectors and we have been invited to inspect the Mansion House to give our feedback from a young person’s point of view. Are you: (please circle) Age: 0-10 11 12 13 14 15 16 17 18 19 20-25 55-64 65-74 75+ Male Female Are you from: York

Elsewhere

26-34

35-44 45-54

__________________________please say where.

Is this your 1st visit to the Mansion House? 1st 2nd 3rd 4+ Do you think the admission price is reasonable? Comments: What did you do here today?

Did you take part in a guided tour? (please tick) House  Chocolate  Candlelight 

How did you get here today? Motorcycle  Bus  Taxi  Car 

Walk Bike Train Other

Silver 

Connoisseur 

    __________________please say what

What was your favourite part of your visit? Why?

Did you get the treatment you deserve from staff? Agree 1 2 3 4 5 6 What makes you say that?

7

8

9

10

Disagree

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How did you get here today? Motorcycle



Walk



Bus



Bike



Taxi



Train 

Car



Other  __________________please say what

What was your favourite part of your visit? Why?

Did you get the treatment you deserve from staff? Agree

1

2

3

4

5

6

7

8

9

10

Disagree

8

9

What makes you say that?

Did you learn anything today? What was it?

Overall, how would you rate your visit out of ten? 1

2

3

4

5

6

7

10

Would you visit again? What would you do? Tour



Event



Talk



Archives



Learning



Thank you for taking the time to complete this survey. Your answers will form part of the Young Inspectors report on the Mansion House and will help us understand what people like, who visits and what people would like more of.

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Recommendations We really enjoyed our day out inspecting the Mansion House and we have some ideas we feel would make it more appealing and make it better for young people. It was so hot in the Mansion House when we visited. We would support the idea of renovating the heating system so that staff and visitors are comfortable and can stay longer. We think the idea to get I-pads and projectors is really good as it make it more interesting and interactive for people.

would

We think that renovating the kitchen would be a very good idea and you could take the kitchen floor back to the original and put glass over it so that visitors can see what it used to be like. We would really like to see the secret passages and hope they can be opened up and included in the tour. You could do a Guildhall tour of secret doors and passages also. For children and young people you could have dressing up clothes like replica of the Mayor’s robes and chains, and servant clothes.

a

Theatre productions that young people would like, e.g. Horrible Histories (tickets not too dear). Open up on Residents weekend.

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The tours are very unclear and it seems difficult to arrange. We would like to do a chocolate tour but you need 10 people in your group. We would like to be able to book on the tour with less than 10 people. Also £8.50 for a tour is a lot of money for young people. Our ideas for what the Chocolate Tour could include: A short history of chocolate Samples of chocolate What chocolate was like in the 19th Century What kind of chocolate the Lord Mayor would have eaten then

Even though we could not include any results from the survey in this report, we recommend that you still get people to fill out the surveys and listen to what they say. Also, a visitors book or comments box would be a good thing to have.

We think the website needs to be: more colourful clear opening times on the homepage more information about what the house is on the homepage be clear on what day and time the chocolate tour is on have better titles for the different sections and have more pictures and information about what you can do there.

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Conclusion We had a really good time at the Mansion House. Everybody was nice to us and talked to us. We got shown a lot of things and told about the ideas they have for improving things with a Heritage Lottery Fund bid, all of which we agree with and support. We are grateful to have been invited to inspect the Mansion House and hope to be invited back to see the improvements.

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A Young Inspectors report by: Oli Amy Josh Aaron



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APPENDIX 8 SPECIAL INTEREST GROUPS - FOCUS GROUPS 27 Appendix 8- Special Interest - Focus Groups

27.1 Friends of York Art Gallery A focus group of six volunteers from the Friends of York Art Gallery were gathered to discuss the proposed changes in the Mansion House. This group were aged over sixty and were volunteer guides in the Art Gallery in York. The group was very positive about the changes, the general consensus being that the “Mansion House is a unique gem being the civic centre of York”. The group were intrigued by the stories of the different Lord Mayors. The group were also interested in the paintings in the Mansion House, especially the views of the city of York. The group were very interested in future talks on the paintings of the Mansion House and talks focused on the individual Lord Mayors.

When asked their views on the various interpretation methods including audio guides the group were of the opinion that “audio guides sometimes interfere with room guides- as the interaction between people is not there.” The group were also not too enamoured of QR codes and apps on smart phones as ways of navigating the house, but thought that this might be the way forward for other types of group. The group were very enthusiastic about the proposal to use computer recreations of the external views of the city of York from the windows of the Mansion House, to place the city in context. This aspect of the proposed interpretive device could be used to enhance talks/lectures on the art works in the Mansion house. The general consensus of the group was that they thought that having a choice of interpretation device would enhance a visit to the Mansion house.

On work shops the group was most intrigued by the 20th century seal making machine which they thought that would be good to use.

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27.2 WEA Family and Local History Groups Part of the appeal of the Mansion is of course the historic aspects and the stories of the Lord Mayors, many of whose stories are still to be researched. WEA Family and Local History groups were invited into the Mansion House to assess the proposals and make suggestions for activities that they would be interested in attending. Figure 58 WEA group exploring the Dining Room

The group were given a general introduction to the Mansion House by the Project Officer and then taken into each room where the vision of the house was explained. The individuals in the group were each given post it notes on which they could make comments on each room as they wished. This was followed by a plenary discussion in the Dining Room of the Mansion House led by the Project Officer.

27.2.1

WEA Visit June 2014

The first group of 29 visitors, aged 55-75, visited in June 2014. In all 74 comments were recorded from the group. Given the nature of the group it was perhaps surprising that only 12% of comments (9) referred to local and family history links in the Mansion House. Two individuals wanted to use the Blue Room as a research room; “Documents of the house display would be interesting and how they were acquired. Private archives etc.” which is in alignment with the Historic survey of the House undertaken by James Edgar. The other seven comments suggested: 177

APPENDIX 8 SPECIAL INTEREST GROUPS - FOCUS GROUPS

 Using local historians to research the stories of the Lord Mayors  Running Family History courses at the Mansion House with this focus  Publishing the research either in print or online The group were generally in agreement with the suggested topics for the proposed activities. As one individual commented “very much like the idea of links to citizenship for school groups” and another suggested that the Mansion House would be ideal for Local History projects at local schools. They particularly liked the idea of the “stories/pictures of people when worked in kitchen” and the “stories of squabbles between Lord Mayors and other competing bodies in the city e.g. the church” However on the topic of Black History the group were divided. One individual saw the topic of tea as central to the Mansion House as “Porcelain, tea, sugar, etiquette. Chocolate, Rowntree, East India Company (slave trade)all connected” whilst another commented “Not Black history as it is done in Bristol and Liverpool”. Figure 59 WEA Group Examining Silverware and objects associated with trading connections with the Mansion House

This would indicate that whilst the connections between the Mansion House and Black History are important this is not the USP of the Mansion House. In fact the group were of the opinion that the “Georgian kitchen is a unique feature” and the “Function of a Mayor”. The group were especially divided about the Yellow Room where it was felt by two individuals that “Focus on war would not fit in with concept of tea”. However in the plenary discussion the group consensus was that there was a need for “Different focus days to encourage revisiting and repeat visits” with a programme of events targeted on different themes for different audiences by “not

178

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showing everything at one look”. The group suggested a series of activities including:  “tea caddies with different teas so people can see leaf tea and smell the difference”  “ opening cupboard doors and drawers to see hidden collections”  “Lord Mayor character guides around the house”  “children's quiz time”  “Ghost stories”  “Wedding venue” Over 29% of comments (21) were focused on acquiring more information on the paintings, china, glass, furniture, carpets and objects in the Mansion House with a “History of donations or provenance”. As one of the group commented “Everything needs explanation- labels!” and another “[I] Anticipate Info[rmation] boards”. Figure 60 WEA group gathering ideas on post-it notes

In discussion with the group in the plenary session there was general consensus that perhaps large labels, information boards and captions would distract from the uniqueness of the Mansion House as the home of the Lord Mayor of York and the civic events that took place in the house. Consequently suggestions were put forward by the group for “Information sheets” on specific aspects such as:  the geography of the city to understand the site of the Mansion House  “Dining table-uses of glasses how would the table be set out.”  “More info as to why table is set as planned- below salt above salt etc. “  “translation of menu and description of obscure items” 179

APPENDIX 8 SPECIAL INTEREST GROUPS - FOCUS GROUPS

As well as information leaflets, the group also considered audio tours and using the web for additional information on the objects and furnishings in the house. There was only one negative comment on the audio tours; “Personally [I] find audio takes a lot of time but useful for different languages.” The use of the web was seen as useful to “link inventory of items to detail for display” and could “help with overkill Figure 61 WEA group using ipads on-site

of information on visit- ...”

The group was asked their views on the interpretative devices. The consensus of the group was that:  the digital recreations of the street scenes outside the Mansion House would be useful but one individual commented that “Children may pay more attention to [the] ipad than the real surroundings”. 

“bringing the room alive with sound and lighting affects good idea” with four individuals approving this idea, with the proviso that “sound needs to be subtle not distracting”.

 The group liked the idea of “an interactive model of the building” with three comments referring specifically to this aspect. Other aspects of the visitor experience were commented on such as:  “Where will the cafe/restaurant be?”  “[there is a] need chairs for visitors to sit on to take in displays etc.” However, overall the comments from this group were very positive and as one participant commented “A wonderful plan- really hope you get the grant to bring the Mansion house alive and accessible to all.”

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27.2.2

WEA Visit October 2014 The second group of 23 visitors, aged 55-75, visited in September 2014. In all 52 comments were recorded from the group.

The group were very interested in the idea of courses at the Mansion House with one respondent commenting, “Can you run coursesbe a cook for the day, butler, maid, footman etc.?” Figure 62 WEA group exploring the State Room

Once again, perhaps reflecting the nature of this group, there was a general consensus that a research room would be extremely valuable for visitor (4% of comments): 

“Research room could also include topic on heraldry- Honorary Freeman Roll”



“Research room great idea”

Figure 63 WEA group examining the Book of Honorary Freemen

The group was very much in support of the renovation of the theme of food and renovating the kitchens with over 12% of comments (6) focused on this theme:  “Working range would be good”  “Looking forward to tasting your lavender biscuits”  “Love the idea re cooking in the kitchen, dining table with food etc.”  “Renovating kitchen very important and exciting. Always one of the most interesting areas to visit so really necessary to get it right”

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However, two individuals were divided about the plans for the renovation of the Yellow Room. One individual wanted “info about the porcelain etc.” and another suggested that the Yellow Room is “lovely as is”. This perhaps indicates that the overarching theme of tea and tea making would be appropriate for this room.

As in June, the group were very interested in the portraits, objects and collections in the Mansion House. The group appreciated that the Mansion House needed to retain its character as the civic home of the Lord Mayor of York but wanted additional background information on the collections. The majority of comments, (21%) focused on this area. As one respondent commented “Explanation of why "Freemen of York" were living in Worcester (Vase)”, Figure 64 WEA Group examining 2012 city seals

indicating an interest in the civic history.

Another comment focused on the “Explanation of food items of period.”

Three respondents preferred written information as a guide to the Mansion House and its collections.  “Small labels on pictures, other items; earphones/ipads etc. can be distracting”  -“a board for visitors to carry round individually listing paintings- name of sitter with brief history, painter etc. useful for those interested (but don't want to overload people who aren't interested with information)”  “info sheets in each room complemented by audio?” 182

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However, two respondent s were very positive about the audio guides and ipads as interpretive devices. As one individual commented “I like the idea of ipads/touch screen guides as well as headphones AND real guides (i.e. Human guides) in period dress “and another that this “”will appeal to all generations. “ One respondent suggested that a replica dress based on “Mayoress Hollon- yellow room” should be created for visitors to be able to dress as a Lady Mayoress and another suggested that the guides should be “dressed in period costume”.

The group were generally very positive about activities for children including obtaining “handling items for children” and “School visits- where schools have ipads advance download of tour for each child”. One respondent even suggested that young people could be invited “to clean the not so good silver?”

The group were very interested in the civic collections and silverware with 10% of comments focused on this area: 

“More civic regalia on show?”



“Wonderful to see the silver and have it explained”



“Display mace and sword emphasising civic role”

Figure 65 WEA group examining the silver collections

Over 19% of comments from the group (10) were concerned with the physical changes to the Mansion House and six respondents suggested that the renovation

183

APPENDIX 8 SPECIAL INTEREST GROUPS - FOCUS GROUPS should “keep as 18th century as possible”, whilst only one suggested that there was a “Need to reflect all periods of the house history”.

This group were very interested in making suggestions for the future financial resilience of the house. Two comments suggested “You could charge for visits like this!” One respondent made suggestions for charged events e.g.; “[you] should have weddings here- ... at 5pm” and another suggested “Recipe books for sale?”

Figure 66 WEA group considering their visit to the Mansion House and filling in evaluation forms

.

184 Figure 67 WEA group in the Dining Room - filling in evaluation forms and enjoying the silver collections

APPENDIX 8 SPECIAL INTEREST GROUPS - FOCUS GROUPS

27.3 YAYAS- The Yorkshire Architectural and York Archaeological Society The Yorkshire Architectural and York Archaeological Society was invited into the Mansion House to assess the proposals and make suggestions for activities that they would be interested in attending. The group were given a general introduction to the Mansion House by Richard Pollitt, the Project Manager and then taken into each room where the vision of the House was explained. The individuals in the group were each given questionnaires to fill in and post it notes to record their Figure 68 Granddaughter of a member of YAYAS enjoying Georgian biscuits made from a Mansion House recipe

comments.

The group of 30 visitors, aged 55-75, visited in August 2014. In all 47 comments were recorded from the group. Comments were very positive as one respondent said the “Mansion House very pleasing to visit, very warm and human atmosphere as a house”. In all 9% of comments (4) were concerned that the Mansion House should keep its unique character and that the restoration should “avoid making it too like a museum”. Respondents said:  “Don't make a museum. Keep as a house and change every so often”  “Retain the elegance and historic values of the house” Three members of the (6%) group suggested the use of interpretive devices for those visitors with hearing and visual impairment:  “Loop system in main room. This is a real problem for people who are deafmobile loops ... for tours”  “Loop system in the state room re hearing aids compatibility”.  “Information needs to be in ...large print/Braille” 185

APPENDIX 8 SPECIAL INTEREST GROUPS - FOCUS GROUPS Five members of the group (11%) suggested that corporate events would be a good idea as “income generation is tricky in York”. The group suggested that it would be a good idea to “Have lots of paying functions to generate income.” As this was “Ultimately less expensive than such long opening hours”. Events such as “Performing plays” or “opera” were suggested. The group suggested that “pricing needs to be competitive but don't start too low- it will all cost more than you expect” and that “Marketing is the key to success”. The group were particularly concerned to be involved and engaged in the redevelopment or restoration phase of the project:  “there should be open days during the restoration ...to engage people in restoration project”.  “Find a way of educating on the restoration process including the physical financial challenge not just the history in a bubble”.  “While the house is closed could the paintings and prints be displayed elsewhere in the city?” The group were also particularly interested in the roles of those below stairs and wanted to hear the “Voices of former workers or in attendance to speak about life below stairs”. They were also interested in the servants accommodation; “Where did the servants who accompanied their master and mistresses to dinners go themselves? Was there a servant‟s hall and other servant accommodation?” The group were also particularly interested in the roles of the women who lived in the Mansion House. One respondent commented “This is a very masculine housewhere's the female influence?”, whilst others suggested activities concerning the Lady Mayoress, her costumes, wigs and hairstyles through the ages. One participant suggested “...18th century and 19th century room dressing events such as flower arranging and display of the period ...”

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Again as with the WEA group above some members of the YAYAS group wished to have more labels on the paintings: “Please note the names of people in the pictures”. On the proposed displays the group particularly liked the redisplay of the Georgian kitchens and this scored particularly high in their questionnaire with all respondents strongly agreeing. One respondent liked the “Re display of masses of cutlery” on the walls of the Gold and Silver Galleries. The group were also aware that there was a “Need to have changing displays to encourage repeat visits”. On the schools audience, one member of the group was of the opinion that “Reaching school groups might be tricky”, thinking that the “The eighteenth century is not on the National curriculum” However as described in Appendix 12, the 18th century is on the new revised National Curriculum. There was general agreement that the Mansion House would be of interest to schools and that activities for schools should be interactive and that “video games technology engages young people” Most comments, 28%, were concerned with the local context of the Mansion House in York as the home of the Lord Mayor and “The significance of the location [of the Mansion House] from the 1st century AD onwards”. The links between the Mansion House and “other buildings in York of similar age e.g. Fairfax House, Race Course, and Assembly Rooms” were also considered to be important. Other comments were focused on the function of the house and the Lord Mayors of York: 

“Keep the sense of local democracy as politics, arguments, corruption, challenge not just robes and dinner”  Keep sense of York the city at different times e.g. What was the size of the city, population, electorate for different Lord Mayors?  “How did people arrive and depart? Horses, stables”  “Where was the coal stored? How was food and drink delivered? Did they make use of the river to transport people and things?” 187

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27.4 The Rotary Club of York A group of twenty-four Rotarians from the Rotary Club of York visited the Mansion House in October 2014 to review the proposed changes. This group were predominantly aged over 55 and were mostly York residents. The group were given a tour of the Mansion House by the Project Officer and then asked to fill in a questionnaire.

On the tour of the Mansion house the group were particularly interested in the civic aspects of the Mansion House and were concerned that the right balance be struck between the Mansion House as the home of the Lord Mayor and opening the house to the public. Of the six qualitative comments, two (33%) were concerned with this aspect: 

“Care must be taken to ensure the house is 1st the Lord Mayors House, 2nd the centre for Civic Activity and 3rd a Museum (which must give way to 1 and 2- graciously!)”.

 “Please ensure the Mansion House remains the active centre of York Civic Life and doesn't become “another tourist tick"!!”

However, on analysis of the questionnaires the majority of this group, over 80%, were in favour of the proposed changes with restoring the kitchens, displaying the gold and silver and guided tours being the most popular aspects.

The remainder of the comments were extremely positive. As one respondent commented;” [The Mansion House is] “One of York‟s great treasures needs opening to the Public”.

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28 Appendix 9- Focus Groups – Hard to Reach Given the audience profile of the Mansion House, discussed above, various groups were targeted during the Development phase to gain the views of hard to reach groups to widen the audience base of the Mansion House. Two groups, Kyra, and Community Base were invited in to discuss the plans and the interpretative devices. 28.1 Community Base A group from Community Base, a City of York Council Day Service for Adults with Learning Disabilities, were invited into the Mansion House to discuss the proposals and to assess the general accessibility of the house. The group were aged 24-60 and had a variety of learning disabilities including visual impairment and hearing impairment. The group were very interested in the swords of state and were very eager to hold the swords, indicating that there is a need for handling with specific groups. The group were also very interested in stories about the people who had lived in the Mansion House.

From observing the group they were able to navigate the stairs, but those with visual impairment needed assistance on the stairs to the kitchen area. In discussions with the group Leader the use of ipads and computer interactives were not deemed to be appropriate for this particular group. This tallied with the Project Officer‟s observation of the group which indicated that they were more interested in hands on activities. When asked as a group which activities were most appealing the group of adults decided that they liked the idea of dressing up next to a portrait, handling items and trying “cooking in the kitchen”.

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APPENDIX 9- HARD TO REACH FOCUS GROUPS 28.2 Kyra A group of six women, aged 35-65, from Kyra were invited into the Mansion House to assess and give feedback on the plans for the Mansion house. Kyra is a charity that works with disadvantaged women “whether they are in crisis or entering a new phase of their life”. The group were very much in favour of quiz sheets for adults and children as an interpretative device and suggested an audio trail aimed specifically at children and a Lord Mayor‟s Trail. Various workshops for children were suggested such as creative crafts during the early 20th century to illustrate the lives of those women who lived and worked in the Mansion house e.g. tatting, rag rugs, crochet. The group liked the use of audio visual technologies and were particularly taken with the proposed digital recreation of the views on the streets outside the Mansion House. They were, however concerned about the size of the computer screens and suggested that it might be possible to project onto larger a screen to enable large family groups to see the recreations more easily. The group were also interested in the servants‟ bells and suggested that a feature be made of this aspect of the Mansion House. On publications the group were particularly interested the Mansion House producing an 18th century cookery book. There is an 18th century recipe book which is directly linked to the wife of a Lord Mayor. Harriet Fox was the wife of George Fox Lane, Lord Mayor of York in 1757. Ninety of Harriet Fox‟s recipes from the 1730s are housed in Leeds District Archives WYL72/Box134. This book therefore provides the 1730s recipes of the Lady Mayoress who lived in the Mansion House in 1737.

This group also asked whether there would be a facility for tea and coffee to be consumed on the premises. 190

APPENDIX 9- HARD TO REACH FOCUS GROUPS 28.3 ALICE PROJECT During the Development Phase the Mansion House worked with Kyra and the Castle Museum, York as part of the ALICE project –(Addressing Loneliness Through Intergenerational Communication and Engagement). Kyra Women‟s Project received funding from the Network for Social Change to run the ALICE Project over 3 sites, including the Quilt Museum and Fairfax House. The project harnessed “a spirit of optimism and camaraderie across disparate groups of women of different ages in York. [Kyra] believe the pilot project has shown potential on which we could build and further develop inter-generational work”35. The ALICE project was an intergenerational project which “brought together groups of women across generations to work to jointly explore the experiences of women in the past with the lives of women and girls today” and engaged “women and girls who do not normally get involved in community projects”36.

The Mansion House theme was based on Food and Cooking over time. Over 20 volunteers and participants used the existing kitchen facilities to make soda bread and scones, exploring stories about food now and in the past. The soda bread was eaten downstairs in the kitchen, where the servants would have eaten, and afterwards the scones were served and eaten in the dining room, where the houseguests would have eaten, with a cup of tea.

The programme included utensil handling as well as food tasting and smelling to identify foodstuffs and ingredients. The Mansion House and the Castle Museum provided a range of food related artefacts for examination and discussion.

35

ALICE Project - Addressing Loneliness Through Intergenerational Communication and Engagement, Funders Report. Kyra October 2014. 36 ALICE Project - Addressing Loneliness Through Intergenerational Communication and Engagement, Funders Report. Kyra October 2014.

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APPENDIX 9- HARD TO REACH FOCUS GROUPS The detailed report provided by Kyra on the session in the Mansion House is attached below.

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APPENDIX 9- HARD TO REACH FOCUS GROUPS

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APPENDIX 9- HARD TO REACH FOCUS GROUPS

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APPENDIX 10- MANAGEMENT STRUCTURE AND VOLUNTEER ROLES

29 Appendix 10- Management Structure and Volunteer Roles The Management Structure for the project is outlined in the Management and Maintenance Plan. Current Roles, which will continue, include:  Mansion House & Civic Services Manager or curator Overall responsibilities for the service and line management of the 3 inter linking service areas. Responsibilities cover maintenance and conservation of the building as laid down in the CMP and CYC regulations and compliances. Collection management, loans, acquisitions and disposals. The role will cover other management aspects that include budget management, Health and safety. This role also covers the management of the support services to the Lord Mayor.  Visitor Services Co-ordinator 1x full time Responsible for the day to day running of the Mansion House when open to the public, ensuring the stock is replenished in the shop and displays remain attractive, greeting visitors to the house, ensuring that all financial, health and safety and security procedures are followed. This post will also be responsible for the external bookings (dinners, receptions, tours) of the house. This post will have line management of the 3 Mansion House Stewards.  Civic & Marketing Services Coordinator Responsible for the day to day civic services provision for the Lord Mayor. The role will also have responsibility for the delivery of the marketing plan and the development of that plan and its reviews. This role will have the line management of the civic chauffeurs

As part of this management Structure two new roles will be created; the Education and Learning Officer and the House Stewards (See proposed staffing 196

APPENDIX 10- MANAGEMENT STRUCTURE AND VOLUNTEER ROLES structure in Management and Maintenance Plan). For the Role descriptions for these posts see below. .

Volunteer Roles at the Mansion House As stated in the Learning Policy and outlined in the Action Plan Volunteers at the Mansion House will be encouraged to take an active role in the Opening Doors project. A rolling programme of volunteer training will be established as outlined in the Learning Policy and the Management and Maintenance Plan. .Volunteers will also be invited to participate in the Local Community Advisory Board.

New staff roles Whilst two new roles will be created during the HLF project, only one role, the Learning and Education Officer, will be funded by the HLF project funds. All other roles will be funded by CYC.  Mansion House Stewards x 3 full time (new position) Mansion House Stewards will be responsible for opening the house to the public and will report to the Visitor Services Coordinator. The main duties will be, meeting, greeting and assisting members of the public, operating the reception and retail areas and ensuring that stock is sufficient and presentable. They will also be responsible, whilst on duty, for the security of the Mansion House and its collections and the Health and Safety of Visitors. House Stewards will also be expected to lead guided tours and give talks to specialist groups visiting the House. As part of their interpretation role, House Stewards will also be expected to give demonstrations in the house and kitchens which require a costumed interpretation. The post holder will also be required to perform general cleaning

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APPENDIX 10- MANAGEMENT STRUCTURE AND VOLUNTEER ROLES duties as required and conservation cleaning on a rota basis. House Stewards will be required to work a rota basis to cover weekday, weekends when open to the public and also any evening events. Excellent customer service skills will be required.  Education and Learning Officer (new position HLF funded) This is a key role in delivering many aspects of the activity plan. The Education and Learning Officer will lead, promote, develop and manage the formal and informal learning opportunities, during holiday and term-time as identified in the Learning Policy. This will include developing the Mansion House education service for children, young people and adults and researching, creating, piloting and co-delivering education sessions and workshops on and off-site. The Education and Learning Officer will develop, create and/or source sensory and tactile resources for use with formal, informal and leisure learning audiences visiting the Mansion House, as well as developing outreach boxes for use off-site. In addition the Learning and Education Officer will co-create teacher resources for use pre, post and during a visit to the Mansion house and continue to work in partnership with ITT institutions. This post will also be responsible for developing the recruitment and retention of Mansion House volunteers, to ensure that the volunteer force reflects York‟s population, including young volunteers. (See Job Description) Volunteer Role Descriptions The following roles are not exclusive and those volunteering for the Mansion house may wish to take on one or more of these roles. However, the following briefs indicate the different Volunteer opportunities that we envisage will be needed in the Mansion House post restoration.

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APPENDIX 10- MANAGEMENT STRUCTURE AND VOLUNTEER ROLES  Volunteer House Guide- 18 recruited over 3 years Volunteer House Guides will facilitate the interpretation of the Mansion House for visitors during public opening hours and assist the House Stewards and Visitor Services Coordinator in general House duties. House Guides will also be expected to lead guided tours and charged specialist tours on a monthly basis. House Guides will be expected to have a in depth knowledge of the civic heritage and history of the house, but there will be opportunities for training and research in specific areas.  Volunteer Stewards- 15 recruited over 3 years Volunteer Assistant Stewards will facilitate the opening of the Mansion House for the public and assist the House Stewards and Visitor Services Coordinator. Volunteer Stewards will assist in Meeting and Greeting members of the public to the Mansion House and general Front of House and Retail duties. Volunteer Stewards will also assist in ensuring that the Mansion House is a welcoming and clean space for the general public. Volunteer Stewards will also work on seasonal ticketed events.  Volunteer Demonstrator-4 recruited over 3 years Volunteer Demonstrators will facilitate the daily working of the 18th kitchen range and demonstrate simple 18th century recipes for the general public. They may also be expected to wear 18th century costumes and also participate in “Talking Portraits” activities in the State Room.  Research & Interpretation Volunteer- 12 recruited over 3 years Research Volunteers will assist with researching the stories of the individual former Lord Mayors and those who lived and worked in the Mansion House, and/or the provenance and individual histories of the collections. They will also

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APPENDIX 10- MANAGEMENT STRUCTURE AND VOLUNTEER ROLES assist with the cataloguing of the collections and will be given opportunities to contribute to the Oral History Project. Research Volunteers will also have the opportunities to contribute to the interpretation of the Mansion House for the general visitors through the publication of on-line or off-line texts and/or exhibitions incorporating their research.  Social Media Volunteers- 2 recruited over 3 years Social Media Volunteers will assist the Civic Services and Marketing Officer in promoting the Mansion House to local and regional audiences through the website, facebook, twitter and other social media.  Education Volunteer- 18 recruited over 3 years Education Volunteers will assist the Education and Learning Officer in delivering a range of formal and informal learning opportunities at the Mansion House. These will range from assisting with holiday and weekend activities for children and Young People, (Mayor Bears and Silver Dragons) to assisting with the faceto-face delivery of formal education sessions for KS1-3 groups visiting the Mansion House. Education Volunteers will be DBS checked (Disclosure and Barring Service) and trained in the specific educational content and delivery needed for the Mansion House sessions..  Outreach Volunteer- 2 recruited over 3 years Outreach Volunteers will assist the Education and Learning Officer and the Civic Services and Marketing Officer in off-site activities and events. These may include engaging hard to reach audiences and/or learners or attendance at citywide promotional events.

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APPENDIX 10- MANAGEMENT STRUCTURE AND VOLUNTEER ROLES EDUCATION AND LEARNING OFFICER POST- HLF FUNDED JOB DESCRIPTION Form JD1 JOB TITLE: Education &Learning Officer POST NUMBER: REPORTS TO Mansion House, Guildhall and Civic Services Manager: DEPARTMENT: Civic, Democratic & Legal Services GRADE: JE REF: PANEL DATE: 1. MAIN PURPOSE OF JOB 1. To be responsible for the delivery of formal and informal education and learning activities for both children and adults at the Mansion House, including liaison with schools and other relevant groups and individuals, and outreach work. 2. Methods used and activities delivered will be based upon the results of research carried out during the development stage of the „Opening Doors‟ project. 2. CORE RESPONSIBILITIES, TASKS & DUTIES: i To develop and deliver an informative and engaging programme of activities relating to the history of the Mansion House and its collections, with a particular emphasis on the stories of the people who have lived and worked there over the centuries and the role of the House in city life. ii To develop a series of lesson plans and educational resources for schools (including on-line and outreach resources), based upon key stages and taking into account recent changes to the Curriculum. iii To maintain links with schools, adult education providers and other relevant groups within the city, including special interest groups and York-based community groups. iv To continue to monitor educational activities in the Mansion House, evaluating their success and making any necessary adjustments on an ongoing basis. v To make full use of social media and the Mansion House website in order to disseminate and promote educational activities at the Mansion House. vi To be responsible for a team of volunteers who will assist in delivering educational activities. SUPERVISION / MANAGEMENT OF PEOPLE The post holder will be responsible for managing a team of volunteers who will assist in the 3. delivery of educational activities. 4. CREATIVITY & INNOVATION The post holder will be expected to demonstrate a high degree of creativity and innovation in developing and maintaining an ongoing programme of educational activities. The post holder will be expected to be capable of conducting research on the Mansion House and its collection in a historical context and of using the results to inform a varied and imaginative series of educational resources and events. 5. CONTACTS & RELATIONSHIPS Internal: The post holder will work closely with the Mansion House & Guildhall Manager in ensuring that educational activities fit within the overall management of the Mansion House as both a heritage attraction and a civic resource. He/she will also liaise with and consult other members of the team on a regular basis, particularly when planning meetings and activities in the Mansion House, to ensure that these can be accommodated within the schedule of civic and other events. External: The post holder will build and maintain links with a variety of educational groups and other interested parties within the city, including schools, adult education suppliers, special interest groups and partners (e.g. York Archaeological Trust). In addition, he/she will be expected on a day to day basis to engage with the general public and potential users of the Mansion House. 201

APPENDIX 10- MANAGEMENT STRUCTURE AND VOLUNTEER ROLES 6.

7.

8.

9.

10.

DECISIONS – discretion & consequences The post holder will: 1. Take responsibility for organising educational events and activities within the context of other activities taking place in the Mansion House. This will include ensuring that such all events and activities included in the shared Outlook diary and that colleagues are kept informed.  Be able to decide on the content and scope of educational activities in conjunction with the Mansion House & Guildhall Manager  Make decisions in respect of the deployment of volunteers  Work within the healthy and safety and security protocols of the building RESOURCES – financial & equipment The post does not involve any financial or budget management or the management of any specific equipment. WORK ENVIRONMENT The post will be based at the Mansion House. Work demands: There will be some evening and weekend work Physical demands: Some light lifting may be required Working conditions: Although the post will be office-based, it will involve some lone working and outreach activities Work context: The post holder will be expected to comply with the Council‟s procedures and working practices under health and safety legislation. KNOWLEDGE & SKILLS The post will require:  Good research skills  Good communication skills, both orally and in writing  A working knowledge of the national curriculum  The ability to work with people of all ages and backgrounds  A flexible, creative and positive approach  The ability to work without supervision when required Position of Job in Organisation Structure Job reports to: Mansion House, Guildhall and Civic Services Manager

THIS JOB

Other jobs at this level: n/a

Jobs reporting up to this one: n/a

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APPENDIX 11- MANSION HOUSE LEARNING POLICY

30 Appendix 11- Mansion House Learning Policy

The Mansion House, home to the Lord Mayors of York, has been at the very heart of the city for 300 years. The "Opening Doors" project will enable increased public access to the building and the civic collections. Learning and Education lie at the very core of this project.

Executive Summary The strategic vision is to develop the Mansion House into a leading local and regional centre for learning and discovery about civic democracy and local history. By opening the Mansion House and its collections to wider audiences we aim to create pathways for more engagement and participation at all levels. The “Opening Doors” project will improve access to the Mansion House, reinvigorate existing interpretations of the House and its collections and enable more objects to be displayed. This will make the experience of visiting the Mansion House even more memorable and enjoyable.

If successful in stage 2 of the HLF bid, we will actively involve our current audiences, (volunteers and partners and all who participated in the development phase), in decision making, encouraging them to participate in activities and special projects onsite and through outreach. In consultation with our audiences we will develop an exciting and imaginative programme of events and activities to celebrate the reopening of the Mansion House. The priorities for each audience or programme area are outlined in the following pages. Our Learning Mission Statement The Mansion House defines the term „learning‟ in its broadest sense and values all kinds of informal learning activities, as well as formal education. As a result, we will 203

APPENDIX 11- MANSION HOUSE LEARNING POLICY adopt the following definition of learning from the Campaign for Learning and the Museums, Libraries and Archives Council (now Arts Council England): 'Learning is a process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve the development or deepening of skills, knowledge, understanding, awareness, values, ideas and feelings, or an increase in the capacity to reflect. Effective learning leads to change, development and the desire to learn more.'

This people-centred focus underpins the ethos of the Mansion House and our key Mission statement:  To work co-operatively with a diverse range of visitors to create high-quality and innovative learning and participatory programmes and experiences related to the Mansion House site and its collections.  To enable people to actively engage with our collections, make personal connections and create their own frameworks for learning. These learning experiences will be related to our core themes of:  “Grand and Good Enough”- architecture and conservation aspects  “Lords of the City”- the personal lives of the Lord Mayors and Councillors  “At the Lords Table”-Food and eating at the Mansion House and the stories of the tradesmen and suppliers to the Mansion House  “Donors and Patrons”- the individual stories of objects, paintings etc.  “Lord, ladies and cooks”- the stories of those who lived and worked in the Mansion House Our aims  We are committed to promoting and advancing knowledge, understanding and appreciation of the civic heritage of York, the role of the Lord Mayors and the History and Heritage of the Mansion House.

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APPENDIX 11- MANSION HOUSE LEARNING POLICY  We aim to offer a wide range of effective and enjoyable educational programmes which engage, inspire and interest visitors of all ages and with many different backgrounds and abilities, making a positive contribution to the lives of our visitors and to the communities in which they live. 

We aim to develop sustainable learning opportunities, programmes and partnerships that encourage new visitors, including those who have not traditionally visited the Mansion House through outreach.

 We aim to support the National Curriculum with engaging and appropriate programmes for schools from KS1 to KS5.  We aim to offer teacher training programmes on using the Mansion House and supporting the National Curriculum in collaboration with our partners e.g. YAT  We aim to collaborate with local and regional FE and HE Institutions to support life-long learning and adult education, and work-placements.  We aim to provide a series of holiday and weekend activities to engage families, children and Young Adults in the history and heritage of the Mansion House.  We aim to create a learning environment that is financially sustainable and resilient; therefore we may need to charge for some of the services to cover the costs of consumables.

Approach to Learning As the first purpose built house for a Lord Mayor of York, the Mansion House is of national significance. It is also of local relevance as the centre of York‟s civic heritage. After restoration, the period rooms, supported by audio and digital technology and a multi-sensory handling collection, will enable visitors to immerse themselves in a unique heritage experience, through touch, sight, sound and smell. We will encourage active learning and participation in the Mansion

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APPENDIX 11- MANSION HOUSE LEARNING POLICY House using a range of different learning styles and different media, including text, recordings, tactile resources, role play, etc. All teaching will be managed by the Education and Learning Officer in the Mansion House, assisted by Educational Volunteers, and each session will be tailored to the National Curriculum and the individual requirements of the school.

These teaching sessions will be interactive, experiential and sensory learning experiences using a range of tactile, aromatic and visual artefacts to encourage debate, critical thinking, and creative responses. Each year these sessions will be evaluated against feedback from teachers and students and changed as required. New sessions will be developed annually to keep the programme fresh, up-todate with curriculum changes and reflective of newly-acquired knowledge within the Mansion House. Audiences The Mansion House audiences can be split into three segments:  Schools and Formal Learning  Informal Learning  Public Programme 1. Schools and Formal Learning- The Mansion House‟s key audiences for formal education have been identified as: • Schools e.g. primary and secondary schools -We will provide differentiated, high capacity and hands-on curriculum enrichment programmes for schools and other education groups at KS1, KS2 and KS3 level. This will include : 

:KS1/2- Story boxes/bags based on Local History, Myths & Legends, Animal Trail, Meet the Cook, Picture Detectives (Appendix 12) 206

APPENDIX 11- MANSION HOUSE LEARNING POLICY 

KS2- Meet the Mayor, Mayor for the Day, Meet the Cook,Local history study over time, Reporting the Past, Making 18th century Food (See example resources created by B.Ed students in Appendix 12)

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KS3- Citizenship through time (Appendices 12 and 13), thematic exploration of the changing roles of Lord Mayors through history e.g. military Lord Mayors, Trade in the British Empire and Black History (Appendices 12) • KS4 & KS5 -History Site Study, Citizenship and/or Drama Theatre in Education • We will work closely with staff from secondary schools, FE and HE institutions to co-plan and co-deliver tailor-made programmes linked to citizenship, civic history and the history and heritage of the Mansion House.

 Teachers and teacher training institutions • We will further develop our relationship with local teachers and teachers networks including setting up a Teachers Advisory Board to advise on the creation, piloting and development of new programmes both as part of Outreach and on-site. • We will develop INSET provision and in-depth CPD training opportunities, in partnership with YAT, for teachers to encourage confidence and skills in using the Mansion House as an integral part of their teaching and learning activities. • We will develop resources to support teachers preparing for their visits, with pre, post and on-site activities and suggestions.  Special needs-provision • We will respond positively to the needs of special educational needs (SEN) and „home education‟ audiences. However, where the Mansion 207

APPENDIX 11- MANSION HOUSE LEARNING POLICY House lacks the resources or relevant expertise, we will endeavour to work in partnership with staff from these client groups to plan and codeliver appropriate programmes.  Adult education groups • We will work co-operatively with the local FE and HE institutions to co-plan adult education sessions linked to the key concepts of the Mansion house. • We will continue to work with MA, B.Ed. and PGCE students from local HE and FE institutions to develop resources for use with schools and other visitor groups.  Special Interest groups and researchers• We will respond positively to professional, academic, special interest or expert individuals or groups of any age with an interest in civic heritage, conservation, and arts management. 2. Informal learning- the Mansion House‟s key audiences for informal education have been identified as: 

General adult visitors• We will deliver promote and sustain a stimulating, relevant and popular range of informal learning programmes, including adult lectures talks, tours and demonstrations. We will develop a range of self-directed learning resources using audio and digital technology to engage visitors in additional, optional learning opportunities

 Children aged 5-7 – The Mayor Bear’s Club-We will develop a Mayor Bears Club -a series of Saturday morning clubs for children including: • Storytelling, Nursery Rhymes connected to the kitchen and portrait collections (such as Goosey goosy gander, Grand Old Duke of York etc.),

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APPENDIX 11- MANSION HOUSE LEARNING POLICY • Stories linked to the “EBOR” logo stamped on the gold, silver, glass and ceramic collections e.g. the legendary founder/s of the city• Ebruac, Peredur and Gwirgi, as well as mythical animals in the heraldry of the Mansion House • Story trails, craft activities and object handling etc. • Children will be given a “Mayor Bear” sticker for their “Passport to the Mansion House” card.  Children aged 8-13- The Silver Dragons Club; including scouts, guides and cadets, holiday clubs and youth schemes. • We will develop a series of weekend art & craft workshops for children aged 8-13. These activities would be part of the Arts Awards and/or the Children‟s University schemes leading to accredited badges etc. Children could also be given a “Mansion House Passport”. 

Young Adults aged 14-25 - The Mansion House will develop a Young Ambassadors scheme to shape the future direction of the youth engagement programmes and inform the Mansion House development. • We will develop a programme of Young Volunteer opportunities, building on the work in the development phase. • We will develop a programme of events and/or workshops for young adults which could be part of Scouts/Guides badges and/or Duke of Edinburgh awards including e.g.: 

Behind the scenes tours, Meet the Expert

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Video-conferencing with other Young Ambassadors etc.

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Mapping the Lord Mayors and their trade/s

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Workshops on portraits and personalities of the Lord Mayors

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Tea and tea-making, chocolate and gold and silver collections

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After school Civic History clubs 209

APPENDIX 11- MANSION HOUSE LEARNING POLICY  •Family learning programme – The Mansion House will deliver a popular, high capacity and high-quality programme of family learning activities, and resources for school holidays, integrated with a regular series of high profile special events • We will develop a series of family trails to prompt discussion on visits to the Mansion House. These child friendly trails around the Mansion House will be linked to stories and themes from the collection e.g. Animals, the building of the Mansion House • We will develop a programme of make and take workshops linked to major York and National events such as the Medieval Festival, Chocolate Festival, Food Festival, Yorvik, Democracy week, Georgian Festival, Black History week, Big Draw and Adult Learners month etc.which may include seal making, storytelling and embossing with Silhouettes/Collage, seal making, dressing up, hat making etc. wigs foil etc. .  York residents -The Mansion House will work in partnership with a broad range of audiences and encourage active participation to ensure our offer is relevant and of interest to communities and individuals living locally to the Mansion House 3. Public programme- We will develop a series of events to engage local residents and tourists with the sumptuous surroundings of the Mansion House and experience a series of events in a unique historical building. These events hosted in the Mansion House may include: • Murder Mysteries based on Mansion House Heritage • Community Theatre production installation • Learn to be a Georgian – Georgian Dining Etiquette • Georgian Food tasting events e.g. Wine tasting etc • Music Recitals and Georgian Dancing activities 210

APPENDIX 11- MANSION HOUSE LEARNING POLICY • Guests could be invited to eat food in the Mansion house in 18th century dress and garb

4. Accessibility- We will explore the themes of the Mansion House with audiences with hearing, sight or physical difficulties to devise a high quality and accessible activity programme. The access section of our website will be developed to include maps, downloadable tours of the Mansion House and descriptive information for blind and partially sighted visitors. 44 5. Safeguarding: children and vulnerable adults- The Mansion House will not typically work with individual children or vulnerable adults on a regular basis, and never in an unsupervised capacity. The Mansion House will ensure that staff and volunteers involved in the delivery of education services are appropriately checked, trained and supervised in the roles that they are required to fill. The Mansion House will respond positively to requests to support visits from vulnerable adults. Ideally, this will involve working in partnership with specialists responsible for organising such visits. 6. Quality, evaluation and assessment The Mansion House aims to achieve the highest quality standards in its formal and informal education provision and will implement, and review, a range of evaluation and monitoring techniques in order to support this:  Formative evaluation: the Mansion House will develop, pilot and evaluate all curriculum programmes in partnership with teachers and tutors to gain practical feedback from teachers, pupils and staff.  On-going evaluation: the Mansion House will evaluate every school visit with feedback forms which will be used to inform future planning. Written evaluation sheets will also be used to capture feedback from family visitors participating in family learning programmes, on a random sample basis. To ensure consistency and quality, the Education and 211

APPENDIX 11- MANSION HOUSE LEARNING POLICY Learning Officer will co-deliver and observe all directly-delivered schools and family learning programme  In-house and peer review: All sessions will be regularly reviewed by the Education and Learning Officer. In alignment with the Inspriing Learning for All (ILFA) framework, i.e. the Generic Learning (GLOs) and Social Outcomes (GSOs).  External assessment: The Mansion House will also undertake to have the quality of its education service externally assessed e.g. against the quality standards and criteria set by Heritage Education Trust („Sandford Award‟) and the Council for Learning Outside the Classroom („Quality Badge‟). Other awards and schemes may also be entered subject to relevance and cost implications. 7. Volunteering- and Training The Mansion House will encourage and enable individuals to acquire new skills, knowledge and qualifications to develop their capabilities to the fullest extent. Specific training needs will be identified by the Line Manager through the annual appraisal system CYC PDR or volunteer reviews. Staff and volunteer development will be delivered through a flexible and responsive mix of in-house and external training options, including induction, mentoring, practical refresher sessions and formal professional qualifications where appropriate and costeffective (See Training Plan in Management and Maintenance Plan and Learning Policy )

Volunteers at the Mansion House will be encouraged to take an active role through: 

work-based learning and volunteering programmes

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contribution of memories to our oral history Project

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joining an advisory panel 212

APPENDIX 11- MANSION HOUSE LEARNING POLICY 

  

leading tours and demonstrations producing research and/or learning resources Helping to re-interpret our collections. Helping with formal and informal education activities

 We will review our existing arrangements for volunteer management and involvement and develop new policies, procedures and forward plans, diversifying the range of volunteering opportunities at the museum.

We will create a rolling programme of volunteer training in all aspects of the Visitor Experience at the Mansion House, including; 

leading general and specialist guided tours and working the 18th range

 FOH, Welcome Host- customer service training, foreign languages training, sign language training for those with hearing impairments  Fire and Health and Safety training  opportunities to research topics for school information sheets  assist with holiday and weekend activities for children and Young People  assist with face-to-face teaching of education groups 8. Learning partnerships In order to ensure that the Mansion House‟s learning provision draws upon best practice in meeting the changing needs of its audiences, the Mansion House will continue to develop mutually beneficial partnerships and support networks with educational organisations at a regional and national level.

This policy will be revisited annually to ensure the needs of our users are met.

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION

31 Appendix 12- Curriculum Mapping & teacher consultation Executive summary This appendix outlines the key links between the National Curriculum and the Mansion House and its collections. The key themes of civic heritage, local History and Citizenship are outlined and the pilot projects and consultation with teachers in the development phase are summarised.

The Mansion House aspires to create a Learning Environment which enables learners in formal education to “have the opportunity to experience the richness of the arts and culture” through actively involving children and young people in learning experiences on and off-site and developing a sense of civic ownership and belonging37. 31.1 Schools audiences Within a fifteen mile radius of the Mansion House there are 162 schools: 49 secondary schools and 113 primary schools38. This includes 9 secondary schools and 65 primaries within the City of York Council, as well as 14 schools within the East Yorkshire area, 15 schools within Leeds LEA and 59 schools within the North Yorkshire area. Of these schools 146 are Local Authority Maintained and are required to follow the National Curriculum. There are also 4 Academies and 12 Independent Schools that are not legally required to follow the National Curriculum and have more flexibility, but do generally follow the key aspects of the National Curriculum.

This indicates that schools are a key audience for the Mansion House and that there is a need to link the proposed Education programmes to the National Curriculum. 37 38

Goal 5 in Great art and culture for everyone, Arts Council, 2013. Statistics on schools from edubase, http://www.education.gov.uk/edubase/

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The Mansion House is at the heart of the cultural evolution of the city of York and “Cultural ...venues ...offer children and young people the opportunity to visit places of specific interest, which can deepen their understanding of the world around them and provide fresh insight into their studies”39. Primary schools represent the largest schools audience for the Mansion House, with over 113 primaries within a fifteen mile radius of the city of York. At KS1 (5-7 year olds) and KS2 (7-11 year olds) the key subject areas that are directly relevant are Citizenship, Local History and Literacy topics such as Myths and Legends40.

The new History curriculum for KS1 provides an option for a local history study of “significant historical events, people and places in their own locality” in which the Mansion House could play a key part41. At KS2 the option for “a study over time tracing how several aspects of national history are reflected in the locality [which can] go beyond 1066” provides an opportunity for students to examine the continuity of the site of the Mansion House from the Roman period to the modern day42. Alternatively a study in depth of “a site dating from a period beyond 1066 that is significant in the locality” would also provide a key opportunity for students to study the Mansion House43. These History topics could be addressed within the first two years of the project.

The redeveloped historic kitchen range will also provide an opportunity for Primary school children to “Meet the Cook” in the 18th century kitchen and learn about the sorts of food and drink that was consumed in the Mansion House by the Lord Mayor and the officers and servants that lived and worked in the house. By examining 39 Cultural Education in England: An independent review by Darren Henley for the Department for Culture, Media and Sport and the Department for Education, 2011, p. 10. 40 The national curriculum in England, Framework document. September 2013, Department for Education, p. 36 &44. PSHE Education Programme of Study (Key Stages 1 – 4) October 2014 www.pshe-association.org.uk 41 The national curriculum in England, Framework document. September 2013, Department for Education, p. 220. 42 The national curriculum in England, Framework document. September 2013, Department for Education, p. 222. 43 The national curriculum in England, Framework document. September 2013, Department for Education, p. 222.

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historical menus and comparing these with modern healthy foodstuffs children will understand “the principles of nutrition and healthy eating” and “what constitutes a healthy lifestyle” 44. Participating in replicating simple 18th century recipes would also help to instil “ a love of cooking in pupils” as part of their Design and Technology studies45.

From Year 3 a rolling programme of schools competitions will focus on students recreating the physical site of the Mansion House from a specific era in different media. This competition will focus on the Primary and Secondary Design and Technology and Maths curricula including 2D nets of 3D objects and using different materials to plan, make and evaluate their designs46. The new PSHE Programme explores the theme of Civic heritage and citizenship47. At KS1 and KS2 children are expected to learn about “rights and responsibilities as members of families, other groups and ultimately as citizens” 48.. The Mansion House has successfully run “Meet the Mayor” sessions previously which enabled children to meet their Lord Mayor in a face-to-face session and engaged KS2 pupils with the concept of citizenship. During the development phase students from St. John‟s University further developed this work to make the concrete links to the new curriculum. Civic heritage and the continuity of citizenship through time is a key concept of the project and these sessions will be piloted with teachers during Year One of the project.

44

The national curriculum in England, Framework document. September 2013, Department for Education, p. 213. Core Theme 1. Health and wellbeing. PSHE Education Programme of Study (Key Stages 1 – 4) October 2014 www.pshe-association.org.uk 45 The national curriculum in England, Framework document. September 2013, Department for Education, p. 213. 46 The national curriculum in England, Framework document. September 2013, Department for Education, p. 200. 47 Core Theme 3: “Living in the wider world” – Economic wellbeing and being a responsible citizen. PSHE Education Programme of Study (Key Stages 1 – 4) October 2014 www.pshe-association.org.uk 48 Core Theme 3: “Living in the wider world” – Economic wellbeing and being a responsible citizen. PSHE Education Programme of Study (Key Stages 1 – 4) October 2014 www.pshe-association.org.uk

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The new Citizenship National Curriculum requires students at Key stages 3 &4 to understand “how citizens participate actively in its democratic systems of government”49. As the home of the Lord Mayor of York, the Mansion House uniquely represents the tradition of local democracy in York and is therefore a prime site for KS3 & KS4 Citizenship. The City of York Council has previously engaged students during Democracy Week, in activities which have encouraged children to “explore political and social issues critically, to weigh evidence, debate and make reasoned arguments”50. During the development phase, “Citizenship through time” sessions were piloted which made the links between the Citizenship curriculum and the KS3 History curriculum, tracing the “changing nature of political power in Britain”. These sessions are also in alignment with the project‟s key concept of Continuity.

At KS3 the key Historical topics for the Mansion House are those of local history and “ideas, political power, industry and empire: Britain, 1745-1901” including Trade in the British Empire and Black History51. The interpretive digital and on-line materials would also provide original source material for KS3 students to investigate on their visits to the Mansion House.

Whilst the above areas are the core target curricula areas that the Mansion House will focus on during the project, there are also other curriculum related projects which may be requested by schools. One such opportunity was tried during the development phase; a Theatre in Education project with GCSE Drama students which provided opportunities for students “to generate, realise and analyse [their ] creative ideas” in an historic environment52.

49

The national curriculum in England, Framework document. September 2013, Department for Education. The national curriculum in England, Framework document. September 2013, Department for Education. 51 The national curriculum in England, Framework document. September 2013, Department for Education, p.224. 52 Arts Subjects at Key Stage 4, A review of current GCSE provision and the development of proposed programmes of study, Dr James Evans, Dr Guy Birkin, Lindsey Bowes, CFE Research, p.135 50

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During the first year of the project the Mansion House will be closed so there will be a need for “outreach ... projects, which involve children and young people with their work in a sustained and meaningful way”53. A key aspect of the project will be an Outreach box containing objects and items which link the National Curriculum to the key themes of the Mansion House. These multi-sensory tactile and aromatic materials will also form part of the provision for children with hearing and/or visual impairments. A set of costumes based on the Lord Mayor and Sheriff will be created use in outreach and with on-site group visits.

31.2

Current school visits

Currently the Mansion House has relatively few school visits, so this audience has been targeted during the development phase by recruiting trainee student teachers from the Primary and Secondary phases to work on resources making the links to the National Curriculum explicit. In stage one a local school piloted a session linked to the Lord Mayors and the First World War. During the development phase a pilot three week session on Citizenship and the role of the Mansion House over time was tested with students from a local York school. In addition a focus group with Secondary Heads of History Teachers was conducted in July 2014.

31.3 Teacher consultation 31.3.1

BEd. students

Two sets of B.Ed students were recruited from St. John‟s University, York to advise on the primary curriculum. One set of 2 students worked on resources for family groups, which were used ion the Open weekend public consultation in June 2014.

53

Cultural Education in England: An independent review by Darren Henley for the Department for Culture, Media and Sport and the Department for Education, 2011, p. 10.

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The second set of 2 students worked on sessions related to the collections and Citizenship at KS1 and KS2.

May 2014 A group of two BEd.students from St. John‟s University, York, worked in the Mansion House for one week in May 2014 as part of their Settings Other than Schools (SOTS), professional work placements. As part of their placements the students produced resources to be used in the Public Consultation days for family groups, including a trail around the Mansion House Figure 70Passport Through Time created by B.Ed students for the Open Weekend Consultation

and other hands-on activities, as well as resources for Primary school children visiting the Mansion House, including session

plans and teaching resources (See Figs 69 & 70) .

Figure 69 The Mayors Maze created by B.Ed students for the Open Weekend Consultation

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The students were very positive about the benefits of the Mansion House for Primary school children. As one student remarked in her reflection journal “I enjoyed [the placement at the Mansion House] more than any other prior experience on SOTS”.

In the contextual information produced as part of their SOTS placement the students outlined the key benefits of the Mansion House to Primary School children;. “Due to the fantastic interior, a visit to the setting is very exciting and this could enhance children‟s learning experiences in a number of ways. .... children can …experience how it would have been. This active learning makes the history become more realistic. ...children are able to see the real artefacts, for example the robes, the gold, silver and china, chairs, fireplaces, Mayor‟s chains and so much more. ... All of this makes it a good setting for children to learn in. As well as this, it is a unique setting, as there is only one mansion house in York. This Mansion House was also built before the one in London, which is an exciting fact to tell children. .. Furthermore, the Lord Mayor lives in the house himself...By bringing children to the Mansion House, their historical understanding of York and of the house and the council can be developed hugely, which is very beneficial. As well as this, they can learn many skills, for example imagination ... Creativity ... Due to all of the skills that can be developed and the things that children can experience, the setting works very well to involve and engage children and teach them about the history.” However, whilst the educational benefits and the USP of the Mansion House being the home of the Lord Mayor of York were clear to the students, they did mention that there was need to develop provision for children with additional special needs. “Not a huge amount of provision is made in the setting for children with additional educational needs, although there is a lift for disabled visitors. “ 220

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October 2014. In October 2014 two more B.Ed students from St. John‟s University, York worked on developing activities for the formal Primary curricula. They focused their activities on the History, Art and Citizenship curricula. The

Figure 72 Silver Dragons Logo created by B.Ed students in October 2014

planning grid and writing frames they Figure 71 Mayor Bear Coat of Arms Activity created by B.Ed students for the June Open Days

produced can be seen on p. 229.

The students were very interested in the citizenship aspect of the Mansion House. They suggested that we needed Lord Mayor and Sheriff costumes for children and adults and kindly modelled the Lord Mayors Costume (see figs 74 and 73). They also created the Silver Dragon Logo for the Mansion House to use, which can be see above. The students were very positive about the ways in which a visit to the Mansion House could enrich the Primary School curriculum. They said:  “ I have realised how much opportunity there is for learning here, especially about Figure 73 B.Ed students wearing Lord Mayor Robes

the historical side to the house.... to capture children‟s curiosity ... whilst challenging them

Figure 74 B.Ed students wearing Lord Mayor Robes

in their learning”. 221

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 “This has taught me a lot about the fact that children‟s learning can stretch across many different areas of the curriculum and although it can be focused on a particular subject, learning can stretch across many areas.” These students will return to the Mansion House in May 2015 to complete their placement in Settings Other than Schools when it is hoped that they will be able to trial their activities with children visiting the Mansion House.

31.3.2

PGCE History students

A group of three Secondary History Trainee Teachers worked in the Mansion House for two weeks in June as part of their Professional Enrichment work placements. They created a wealth of resources for use with KS3 students visiting the Mansion House, based on the themes of citizenship and Black History. These resources indicate that the Mansion House has the key links to the new National Curriculum which would be advantageous to schools visiting the House. One student also returned to assist with the Public Consultation Open Day. The resources created by the PGCE students related specifically to the new National Curriculum areas of study viz;  History KS3  Britain as the first industrial nation – the impact on society  the development of the British Empire  Citizenship KS3  the ways in which citizens work together to improve their communities  the development of the political system of democratic government in the United Kingdom, including the roles of citizens Whilst the benefits of the Mansion House to the Secondary School curriculum were self-evident to the students, there appeared to be little enthusiasm to connect the 222

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Georgian aspects of the new History KS3 National Curriculum to the Mansion House i.e.:  History KS3 -The Act of Union of 1707, the Hanoverian succession and the Jacobite rebellions of 1715 and 1745 The students also felt that the historical study over time may not be of interest to History teachers who may have limited time in their weekly time-tables with KS3 students viz:  History KS3-a study over time, testing how far sites in their locality reflect aspects of national history (some sites may predate 1066)

These attitudes may reflect the changing nature of the National Curriculum at the time the students completed their placements at the Mansion House and the general uncertainty amongst the teaching profession regarding the implementation of the new curricula. This may also reflect teachers‟ lack of knowledge of the Georgian period. However, there are training days being provided by the Historical Association in Autumn 2014 on the new content areas of the National Curriculum including the Georgians and the 18th century54. This may increase interest in this area of the National Curriculum and presents a future opportunity for the Mansion House. There were also concerns voiced by the PGCE students over the numbers of students that could be accommodated at any one time in the Mansion House. The total number of people in the Mansion House is currently 60. Whilst this limit on numbers would accommodate Primary Schools, who generally bring out students in single classes of 30, for secondary schools this limit of 60 students would create time-tabling difficulties. Secondary schools tend to visit historic places with large

54

15 November See http://www.history.org.uk/news/news_1836.html last accessed 30 July 2014.

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION numbers of 120-200 students on a single day to minimise timetable disruptions for other subject teachers.

31.3.3

Heads of History

A small group of four Heads of History were consulted about the changes to the Mansion House and whether they would visit the Mansion House with their History groups. These schools were maintained schools within the City of York LEA. The day in June when the teachers were consulted was part of their INSET when they were also considering how to implement the new changes in the National Curriculum, the forthcoming changes to GCSE and A level as well as changes to Special needs, some of which needed to be implemented in September 2014. This was the second time that the teachers had been consulted, as they had previously been invited to the Mansion House in December 2013. Whilst the Heads of History were generally very supportive of the changes to the Mansion House, and would bring their students to the Mansion House, the logistical issue referred to above, namely the capacity of the Mansion house to host a group visit of 120-200 students on one day were seen as a potential barrier to secondary school groups visiting the House. Teachers suggested that the Mansion House could be one venue, as part of a carousel, combining visits to other historic sites in the city, as one potential solution. Other suggestions were that schools could visit the Mansion house with small groups of students, such as Gifted and Talented students or a History Club, perhaps after the end of the school day as part of extracurricula activities. Another key barrier to secondary schools visiting the Mansion House as part of their History curriculum was the difficulty of getting students out of school during termtime. It was said that History Departments have to bid for time on the whole-school timetable as part of a “collapsed curriculum” day. History Departments are only able 224

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to take one year group, 120-200 students, out on one day a year per year group i.e. one trip for Year 7, one for Year 8 and another for Year 9 etc.. The difficulties of getting students out of school for visits to local places of historical interest means that teachers are taking students on History trips during the school holidays. Visits to World War One battlefields, for instance, are arranged during school holidays, at Easter. The consensus of the group was that the logistics within schools made it very difficult for teachers to take groups of students out of school. 4 3.5 3 2.5 2 1.5 1 0.5 0

BLANK 1- Definitely disagree 2 .Mostly disagree 3. Neither agree nor disagree 4Mostly agree 5Definitely agree

Figure 75 Which Historical topic would be of interest?

Consequently teachers were very supportive of the idea of Outreach by the Mansion House Education and Learning Officer to their schools with a collection of artefacts. Some teachers were also interested in the idea of loan boxes to schools which could be used in class as part of their curriculum.

When asked which historical topics would be of interest, again, the consensus of the Heads of History was that the topics of “Trade in the British Empire and Black 225

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History” were the most relevant to their needs. The teachers were also very interested in the stories of the Lord Mayors and World War One. As with the History PGCE students, the Georgian era represented by “Jacobites in York – 1745 rebellion” proved to be very unpopular. 4

BLANK

3.5 3 2.5

1- Definitely disagree 2 .Mostly disagree

2 1.5 1

3. Neither agree nor disagree 4Mostly agree

0.5 0

5Definitely agree

Figure 76 What kinds of activities would be of interest?

Given the timetabling restrictions mentioned above analysis of the teacher questionnaires showed that Outreach to schools and Loan Boxes were very popular suggested activities. Hands On Handling Sessions also proved to be a very popular suggested activity, whilst other suggestions such as Guided Tours, role plays, workshops and costumed sessions only proved to be moderately popular. Lectures were definitely unpopular with the teachers.

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION BLANK 4 3.5 3 2.5 2 1.5 1 0.5 0

1- Definitely disagree 2 .Mostly disagree 3. Neither agree nor disagree 4Mostly agree 5Definitely agree On-line Printed On-line Apps content Teacher Packs accessible via including with suggested smartphones Teacher Packs pre and post and/or in pdf and/or visit activities ipads/android powerpoint and risk format assessments

Fig. 3 What kinds of resources would be useful?

Figure 77What kinds of resources would be useful?

When asked which resources would be most useful to teachers, there was a general consensus that on-line resources such as pdfs and powerpoints were the most useful for teachers. Printed resources were considered to be less important, as were on-line apps.

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION 31.3.4

Resources by York St. John B.Ed students

 Contextual Information by a York St. John University, Student May 2014. Our setting for SOTS 2 is York Mansion House. The mansion is home to each Lord Mayor of York every year and has been at the heart of the city for 300 years. It is a beautiful large house with a huge amount of history, and is often open to the public for tours. It has also applied for a Stage 2 Heritage Lottery Fund, to develop the house by recreating a th th Georgian dining experience, restoring 18 and 19 century kitchens and displaying the city‟s silver and gold collections. By doing all of this, the house can welcome more people in and also involve schools. The learners involved in the York Mansion House are general members of the public who wish to look around; however, whilst we are here, we are creating resources and activities for children for an open day at the house in June. Therefore, the children are the learners who will be getting involved with the mansion house to learn about its history and the history of York in general. Due to the fantastic interior, a visit to the setting is very exciting and this could enhance children‟s learning experiences in a number of ways. By being able to walk around the house, children can feel more involved in the era and experience how it would have been. This active learning makes the history become more realistic. Additionally, rather than just talking about the historical events and looking at books and the internet, children are able to see the real artefacts, for example the robes, the gold, silver and china, chairs, fireplaces, Mayor‟s chains and so much more. Being able to experience it in person is more memorable for children. The experiential way of learning allows them to see a lot more than they would in the classroom. Furthermore, the activities and resources we have created for the open day prompt children into thinking more about what they can see, the rooms and artefacts, getting them to ask and answer important questions to develop their understanding. All of this makes it a good setting for children to learn in. As well as this, it is a unique setting, as there is only one mansion house in York. This mansion house was also built before the one in London, which is an exciting fact to tell children. The staff working in the mansion house have the role to maintain the house and develop tours, open days and activities. Their jobs are very important, as they are keeping the history alive and involving the public in this. By having to give tours, their knowledge about the history is very wide, making them extremely interesting people to talk to when developing historical understanding. Furthermore, the Lord Mayor lives in the house himself; his role is to act as chairman for the council. By bringing children to the mansion house, their historical understanding of York and of the house and the council can be developed hugely, which is very beneficial. As well as this, they can learn many skills, for example imagination (being able to imagine themselves in the era). Creativity can be developed through the activities on the open day, for example making own self-portraits, following the trail, creating hats and chocolate boxes etc. A sense of achievement is also produced when children are able to take home their own creations at the end of the day. The enjoyment behind the day could also be brilliant for some children and it can be an extremely memorable experience. Due to all of the skills that can be developed and the things that children can experience, the setting works very well to involve and engage children and teach them about the history. Furthermore, the house is continuing to be developed over the next year to be even more educational.

As seen in our session plan, prior to a visit to the session, children should begin to learn about what the mansion house, the council and the Mayor actually are, to have some prior understanding so that it does not confuse them when they arrive. Furthermore, they can do some research into the eras to understand them a bit more. When leaving the mansion house, informative leaflets and posters can be created showing what they have found out. They could also do some more art work based on what they have seen; for example, creating their own Mayor chains. They could also do role play wearing similar robes and dressing up as the different roles they have learnt about. Not a huge amount of provision is made in the setting for children with additional educational needs, although there is a lift for disabled visitors. Some of the activities, however, are easy to do and can engage anyone, for example colouring in the coat of arms and creating Mayor‟s hats. There are also volunteers working alongside children on the open day to help out.

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YORK ST.JOHN UNIVERSITY - SESSION PLAN MAY 2014 :

YEAR GROUP:5

NO. OF CHILDREN:30 ORGANISATION OF CHILDREN: Paired and whole class discussion, individual research and paired work

SUBJECT/AREA OF LEARNING (EYFS/NC) History LEARNING OBJECTIVE(S): -

To find out about York Mansion House ready for our school trip.

DATE: 21.05.14

SESSION BEGINS: 9:00 SESSION ENDS: 10:00 SUCCESS CRITERIA (DIFFERENTIATED AS APPROPRIATE): Must understand what the mansion is; should understand what the mansion is and its purpose; could be able to talk about further history behind the mansion house.

ASSESSMENT FOR / OF LEARNING: WHO are you assessing? WHAT are you HOW are you WHEN are you WHO is making the Whole class assessment assessing? assessing? assessing? assessments? Understanding of the Observation of research, Throughout discussion, Class teacher mansion house in marking leaflets children‟s research, and preparation for the trip after lesson prior to trip PRIOR LEARNING (What do the children already know? What NC WHAT DO I NEED TO PREPARE/COLLECT BEFORE THE LESSON? level are they working at?) Power-point with images of the mansion house, iPads and computers for This is the children‟s first session learning about history behind York, research, paper and pencils for leaflets the mansion house and the mayor. ORGANISATION OF OTHER ADULTS (Specify who, what they will be doing and how you will inform them of their role) Who? TA Doing what? Working with lower ability child/children to ensure correct use of ICT and understanding of facts. USE OF new technologies [ICT[ (if appropriate) CROSS CURRICULAR LINKS Use of iPads and computers for children to conduct research, and ICT for researching, literacy for creating informative writing (leaflets) interactive whiteboard showing the power point

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION SPECIAL CONSIDERATIONS, INCLUDING HEALTH AND SAFETY, BEHAVIOURAL ISSUES, TIMETABLE ISSUES, ETC Ensuring children are using iPads and computers for the correct purpose. Timetable issues – must book to use the iPads/computers. LEARNING OBJECTIVE (in child friendly terms) To find out about York mansion house in preparation for our school trip. Time Children’s activities to meet learning objectives (differentiated where appropriate) Discuss…Investigate…Share… Watch…Note…Write Listen…Respond….Explain…Re ad…Explore…etc.

Main Teaching input

Introduction /context of the lesson

-

10 mins -

20 mins

-

KEY VOCABULARY York, mansion house, Lord Mayor, council, sheriff, coat of arms, dining room, state room, portraits, robes What will I say and do? Resources How will I and other adults support, manage and assess learning? (including key questions) Explain….Demonstrate….Model….Ask…Observe… Discuss….Enable….Target…etc.

Discuss in pairs what mansion house is. Look at photos of the mansion house and discuss what it is used for and what each room is for. Talk as class about the house.

-

Working individually on computers and iPads to research about the prompt questions to find information about the house and the mayor etc.

-

-

-

Explain to children that we will be going on a school trip to York mansion house. What do we know about mansion houses, what are they and what could this one be? Allow 2 minute discussion in pairs. Present to the children a photo of the outside of the mansion house on a power point. What do you think this is used for? Discussion in pairs. Explain to children that it is the Lord Mayor‟s mansion house and each mayor has lived here, say when it was built. Go through photos on power point of the different rooms in the house; discuss as class what each one could be used for.

Power point of photos of mansion house Talking partners

Ask children to work individually using iPads and computers to research iPads and the mansion house and find out things that they may need to know on computers the trip. Prompt questions: When was the house built? What does the Lord Mayor do? What outfits do they wear? What different rooms are found in the house? What do the council do? What does the sheriff do?

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Activities Differentiated as appropriate including extension activities.

APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION 25 mins In pairs, begin to create a leaflet giving information to people about York mansion house, the Mayor and all of the history behind it. Use your research to create your informative leaflet. You can also draw pictures of things you have found on the internet about the house. You may leave gaps of things you don‟t know so you can add to this after the trip.

Plenary/ review of learning

5 mins

-

-

Selected children share their work and information with the class. Discuss in pairs what questions we would like to ask at the mansion house/other things we want to find out to add to our leaflets after the trip. Share with class to brainstorm these questions on the board.

Focus groups: Who will be working with which group? Research Children working in pairs. Teacher working amongst children to observe found and assess understanding, and TA working with low ability child to aid with work. Paper Pens Pencils

-

Ask selected children to come and share aspects of their leaflets to Leaflets inform the class on what they have found out. Give children two minutes in pairs to discuss what else they would like Whiteboard to know to add to their leaflets, write down questions on the board that people want to find out.

EVALUATION OF LEARNING: EVALUATION OF TEACHING: What was the impact of your teaching on the children‟s learning? What went well and why? What comes next? AfL? AoL? What could have been improved and how?

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION  Information sheet- Mansion House- B.Ed students May 2014

Importance of settings other than schools Settings other than schools provide children with the first hand experiences of learning, allowing them to physically view to active components within their own learning. This is something in which the theorists Piaget, Bruner and Vygotsky believe are vitally important in regards to a child‟s learning. SOTS allows children to explore the environment around them, shows them that it is real and gives a vast amount of opportunity for interaction and questioning. The Mansion House The Mansion House is a historical prospect and is highly important in consideration with York‟s history. Being the house to the Lord Mayor‟s for hundreds of years it provides children with the firsthand experience in order to visualise the former Mayors of York. There are regular house tours at the Mansion House; however, they have also applied for a stage 2 heritage lottery fund, planning to develop the kitchens and also create an authentic Georgian dining experience in the dining room, providing activities for children and drawing in more tourists. Lord Mayor‟s Day Each year Lord Mayors day takes place which is a historical tradition that has been around for 800 years. It involves the passing over of Mayors, Vice Mayor and Sherriff and Is a happy ceremonial event open to all members of the public. The ceremony takes place in the historical Guildhall which is a beautiful building with a stunning interior fitted with a stain glass window.

Resources We Have Created Part of our time at the Mansion House has consisted of us creating resources and activities for children, to be used at the house open day in June.

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION  FORMAL EDUCATION ACTIVITIES FOR KS1 & KS2 PUPILS ON A VISIT TO THE MANSION HOUSE Activity

Making Faces

Portrait Quiz/Booklet

Role Play

Make your own portraits

Resources

Explanation

Links to the Curriculum

Measures of Success

Aims; ‘A picture paints a thousand words’ and in this session children use the mansion house gallery collection to become portrait detectives to shed light on some surprising stories behind the art.

Booklet, Pencil etc

Objects from specific paintings

Paper, glue, scissors, any other craft materials

Explain to the children how we’re going to be detectives. -“What clues can you find to work out who the painting is of?” -Explain the 5 elements of “portrait searching” and how these might lead to clues -Give booklet out to fill in whilst going round the house -Questioning aimed at 5 elements and gives opportunity to get the children to guess what/who the painting is of -Included will also be space for the children to jot down describing words/key words that relate to the painting.

One/Two portraits will have props in front relating to what is in the painting. -There will be questions posed to the children which will encourage them to engage with the objects and act as the people n the paintings might. -Given a range of faces, bodies, backgrounds and props and frames. -They will then cut and stick these to create their own portrait -They should be encouraged to notice how old portraits are, how similar they are and the “arm and a leg concept”.

-Acquire a wide vocabulary L -Should be encouraged to be curious and ask questions about what they notice S -Raise their own questions S -Know how art and design both reflect and shape our history A&D -Evaluate and analyse creative works using the language of art, craft and design A&D -Inspire pupils curiosity to know more about the past H -understand connections between local and regional History H -Participate in and gain knowledge in drama E

-Questioning -Through observation

-Should engage, inspire and challenge A&D -Produce creative work exploring ideas and recording experiences A&D -Evaluate and analyse creative works using the language of art, craft and design. A&D -use a range of materials A&D

-Observation

-Observation

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION “Mayor for a day” Workshop

Aim; Using interactive learning children will gain understanding of the role of the mayor through empathy and discussion

. A3 Paper squares (black), feathers Make your own Mayor hat or chain (Black)

Role Play

Creating the Mayor Bear story

Fancy dress clothing

Costumes, paper, pens, whiteboards? Hats? Etc etc

-Children will follow instructions to make their own mayors hat. They can then decorate the hat with different materials. -For the chain, children will use the stamp press to make an emblem and use pasta through a string to make the chain.

-Children will have the opportunity to try on gowns and hats etc or use the items they have made. -Children will be posed questions such as..’what do you think a mayor sound like? What do you think s mayor walks like?’ (this makes them get into character) -Then, ‘what kind of things do you think mayors do?’ (lead to discussion of mayors role) Then more focused questions like what would you do if you were the mayor for the day? What laws would you make? (lead to group discussion of ideas pros/cons). -Discuss and share ideas about a possible story that children will develop. -The title of the story is “Mayor for the day” - children need to discuss if they were a mayor what would they do. -In a big group you will make the first part of the story up, this forms a structure for the mayor bears. -Then children can go off in their own groups to make the second part of the story up- and present to a chosen audience.

-Using mathematics to follow instructions M -engage, inspire, and challenge A&D -Produce creative work, exploring ideas and recording creative experiences A&D -use a range of materials A&D -evaluate and analyse creative works using the language of art, craft and design A&D -inspire peoples curiosity to know more about the past H -the lives of significant individuals H -Significant historical events, people and places in their own locality H -Participate in and gain knowledge in drama E -Encouraged to be curious and ask questions about what they notice S -Raise their own questions S -understand connections between local and regional history H -significant historical events, people, and places in their own locality H

-Observation

-Acquire a wide vocabulary E -Use discussion in order to learn: elaborate and explain clearly their understanding and ideas E -Participate in and gain knowledge in drama E -Understand connections between local and regional history H -the lives of significant individuals H

-Observation -Discussion

-Observation -Discussion

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“Silver Dragons” Workshop

Aim; using interactive learning to develop children’s basic knowledge about the mayor and the history behind them dating back to the 18th century.

Reporter

Clipboards, Volunteers, blank A3 Newspaper pages, Pen

Blindfolding

Different types of food, blindfold, animal fur et

Volunteer, Food th

Cooking 18 Century Food

-With the clipboard children will go around the house and find any info they can to answer the questions. They can also ‘interview’ volunteers. -Children will then be given a blank A3 newspaper front page where they will have to display the information they have found. -They must include a title and some writing, the rest is up to the children on how they wish to present. -Blindfolded, children will be able to smell different food/drink items from the 18th Century. Animal fur can be incorporated into this, as the mayors and counsellors gowns were made of animal fur. -In groups, they will then have the opportunity to discuss ideas before guessing what they have just smelt. It will then be revealed to them (A points system could be added for each smell guessed correctly, the winner can get a sticker). -With the help of a volunteer (possibly dressed up to look like an 18th century cook) in small groups, children will help to make foods that would have been eaten in the 18th Century. -The task after they could have a look at the York survey. They could look and see what they get today and compare it to what they had back then. This could be a cutting and sticking exercise.

-Develop culturally, intellectually E -Acquire a wide vocabulary E -Reason mathematically by following a line of enquiry M -equipped with the skills to think critically and debate questions C -Significant historical events, people and places in their own locality H - use discussion in order to learn E -pupils might work scientifically by using their senses to compare different textures, sounds and smells S

-Observation -Discussion

--use discussion in order to learn E -pupils might work scientifically by using their senses to compare different textures, sounds and smells. S -engage, inspire and challenged A&D -use a range of materials A&D -Evaluation of past and present D&T

-observation -discussion

-Observation -Discussion

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION

Adventure Trails

Mayor Bears

Silver Dragons

Aim; the aim of this activity is to further the knowledge children may have about past/current mayors and the surrounding areas that are also important.

The passport through time, stamps, and stickers

Mayors Maze, timeline of buildings, pen

-The mayor bears will have a booklet that they will fill in called the Passport through time, this booklet includes, questions, pictures, places for their work to be stamped, blank pages for their own thoughts. -The mayor bear will get a stamp for each room if they have answered the questions properly from the room they have just been in -we’re also looking at the use of the house in each room, then and now, there will also be questions on this. -The silver dragons will complete a mayor’s maze, this will focus on the buildings around the square outside the mansion house. Children can gather their own ideas about the house and use the booklet to write down what they think of the buildings. However we have done it in a more descriptive and interesting way. By taking the names of the building children must use each letter in the word to think of a describing word to use. E.g Mansion M A N S I O N

-develop culturally, intellectually E -inspire peoples curiosity to know more about the past H -the lives of significant individuals H -significant historical events, people and places in their own locality H

-Observation -Discussion

-Acquire a wide vocabulary E -develop culturally, intellectually E -the lives of significant individuals H -significant historical events, people and places n their own locality H

-Observation -Discussion

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION

31.3.5 

Resources created by PGCE students

KS3 CITIZENSHIP

1. Pre-visit lesson Lesson Objectives 1. To be able to describe the local and national governance. 2. To be able to analyse local government spending. 3. To be able to debate local government spending. Starter: What connects these pictures? X- Factor, Britain‟s Got Talent, School Council. Bright sparks: What does „X‟ represent? Think, pair, share: What is voting? Do you know anyone who has voted for anything? Activity: What is the difference between national and local elections? Sort cards into areas covered at national and local level:  Local level: Schools, Housing, Roads, Culture, Environment, Planning  National level: Education, Foreign Policy, Justice, Culture, Media and Sport, International Development, Energy and Climate Change, Defence Bright sparks: Which are both local and national issues? Activity: You work for York City Council. You have a pot of money to help the city, but you don‟t have enough to spend on everything that‟s needed. Working in a group, divide up the money as you think it should be spent. Look at the pie-chart of actual council spending. How is it different to how you divided your pot of money? Would you like to change any of your decisions now? Debate: Divide the class into groups to represent the different areas of a local council budget. Each must prepare and present the reasons why they should be allocated money. Class vote on top 3 areas they would chose to fund – 3 points, 2 points and 1 point. Add up the points and reflect on the result. Plenary: Write down questions you would like to ask during your visit to the Mansion House. If you have the opportunity, what would you like to ask the Lord Mayor? (Teacher sends these to the Mansion House ahead of the visit). Homework: Research a given character from York‟s past from 1482, 1832 or 1918 (use information from Mansion House website?)

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION 2. Citizenship Visit to the Mansion House Key Stage 3 visit to the Mansion House focusing on Citizenship. The visit would encompass a visit to the Guildhall, the Mansion House and West Offices. It would form part of a series of lessons focussing on voting, the role of the Mayor and change and continuity through time. Guildhall-The visit starts in the Guildhall. On entry, each child is given a role card which is non-time specific (possible pre-visit homework). Brief introduction to the Guildhall, its past role and the importance of trade in the city. Visit the Council Chamber. 1432 – Henry VI established that only male voters of property worth at least 40 shillings (a significant sum - £912 today) were entitled to vote. Using the role-cards, how many people could have taken part in voting? Students stand if they are eligible, and read out the details of their character. Props? Thomas Snowden – Mayor in 1432. One student selected to play Thomas Snowden. Discuss a possible council voting issue at the time – e.g. The Council to pay for a new window at the Minster from public funds. Those who are eligible, vote on it. Both eligible/non-eligible students are asked to reflect on how they feel about the issue, the vote and those who have the vote. Mansion House-Tour of the Mansion House: official residence of the Lord Mayor. Description of the Mayor‟s duties, past and present. Students wear replica robes in the house. View swords and mace. How many paintings of the Lord Mayor can they see as they walk around the house? What can they see that shows that the Lord Mayor was a man of power and influence? View paintings. 1832 – Reform Act. All males who rented property could vote (1 in 7 men). Using the role-cards, how many people could have taken part in voting? How many years since the law last changed? William Oldfield was Mayor in 1832. In this year, cholera came to York and there was a controversy about the burial of bodies. Have a vote on where the bodies should be buried. Both eligible/non-eligible voters are asked to reflect on how they feel about the issue, the vote and those who now have the vote. 1832 – one of the first letters re women‟s suffrage was sent to Parliament by a local woman. Meet the Mayor (if possible to arrange) Ask him questions prepared for the students. If Mayor not available, send in questions and a representative reads out his/her answers. West Offices (if possible) or Mansion House-System of representation: councillors , parties and areas of York. Coloured cards to represent the different parties? Focus now much less on the role of the Mayor, but the importance of the council working on behalf of the people.

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION 1918 – suffrage for all men over 21, and women over 30 who owned property. Using role-cards, how many people could have taken part in voting? Have a vote on women‟s suffrage. Both eligible/non-eligible voters are asked to reflect on how they feel about the issue, the vote and those who now have the vote. 1919 – Harriet Fawcett and Edna Annie Crichton are elected the first female Councillors. They speak on behalf of women‟s suffrage in the 1918 debate. 1941 – Edna Annie Crichton (first female Mayor). Student selected to play her. After 1969 – everyone over 18 has the right to vote. 2014 local election – what proportion of those eligible voted? – Get that number to stand to demonstrate. What is the students‟ reaction to this, given we have seen how people gradually obtained the right to vote? 3. Post-visit Lesson Lesson Objectives 1. To analyse sources on the role of the Mayor over time. 2. To analyse change and continuity in local governance. 3. To evaluate the importance of voting Starter: Write down as many images of power from the Mansion House you can remember. Which of these symbolises the Mayor best? Activity: Analyse sources on the role of the Mayor through time, e.g. Thomas Snowden (1482), William Oldfield (1832) and Sir William Alex Horster (1918). Complete a table focusing on how the Lord Mayor‟s role has changed or continued over time. Write a paragraph focusing on change and continuity in the role of the Mayor through time. Activity: Only 44.72% of people voted in the local election in York in 2011. How important is the vote to people in York? (For older students: To what extent is the vote an unnecessary privilege?) Work with a partner to write down on sugar paper 5 reasons why the vote is or is not important. Pass the sugar paper around and add and make notes on why the vote is important. Repeat and then reflect on your original sugar paper. Form a judgement line to show to what extent you feel the vote is important. Justify your choice. Plenary: Look at a global map showing where people have the vote around the world. How would you feel if you were not allowed to vote?

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION  Mansion House topic at KS3 by PGCE students

Who Who isis this this man? man? What What job jobdo doyou youthink thinkhe he does? does? IsIshe he an animportant importantman? man? What What kind kindof ofclothes clothesisishe he wearing? wearing?

The The Mansion Mansion House, House, York York

Jot Jot Thoughts Thoughts What Whatkind kind of ofhouse houseshould shouldaaLord LordMayor Mayorlive livein? in? •• Jot Jotdown down your your thoughts thoughtson on the thescrap scrappaper paper (What should it look like? Where should (What should it look like? Where shouldititbe? be? What What should should itithave havein init?) it?) •• When WhenII say, say, you youcan cansend sendaa spy spyround roundthe the room to get some ideas from other groups. room to get some ideas from other groups.

The The Mansion Mansion House House Project Project In Ingroups groupsyou youneed needto toresearch researchone oneof ofthe the following: following: •• Georgian Georgianarchitecture architecture •• Georgian Georgianfashions fashions •• Lord Mayors Lord Mayorsof ofYork York •• The Guildhall The Guildhall You Youthen then need needto tocreate createaaresource resourceto toteach teachother other people about your topic people about your topic

 The portrait of George IV- activities - by PGCE students 1. What can you see in the portrait? (10 minutes) In groups, the students are given sugar paper and a copy of the portrait to annotate. The initial task is just to describe what they can see in the picture (i.e. sky, servant, necklace, sword, robe etc) They then need to come up with a word to describe the central figure of the portrait, George IV. Each group needs to be able to explain their choice of word. Could put them all together to make a comprehensive description of George IV. Resources- sugar paper (large), copy of portrait (preferably colour), chunky pens 240

APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION 2. What can you see in the portrait? 2 (10 minutes) This time, the students are asked to consider the symbols in the portrait, building on their description of George IV. They are given little cards, that explain what different symbols in the portrait mean, and they have to try and match the explanation to the symbol. Overall, it doesn't necessarily matter if the explanation is matched to the correct symbol in the portrait (although that would be preferable) because the point of this exercise is to get them to consider the portrait in a deeper way and start to think about what the point of the portrait might be. At the bottom of the sugar paper (if no room, additional sheet supplied), the students attempt to write a sentence summarising the purpose of the portrait (after discussion of what purpose means. Explanatory sheets preferable). Ideally, looking for something like: the portrait is trying to show George as very powerful. Resources- continuation from initial task, symbol cards, blu-tack (tack the symbol cards in the right places) 3. What is the story of the servant in the portrait? This is where there is a cross-over with the activity previously planned. The students take a moment to consider other portraits in the state room. They then come back and are asked the question of what is different about this portrait. It might be they go straight to the answer, but they may not. Around the room are different snippets of info (about George IV and his use of black servants; could also do press reaction and attitudes towards black servants in the 18th century; can also touch on context of slave laws that would have made that extremely inappropriate in a portrait given in 1811 (whether it was originally painted in 1787 or not)). The students use this information to try and come up with an identity for the man in the painting (is he slave or servant?) Then do speech bubble task- what is the servant thinking? If they have iPads, then they can do it on those, if not, we provide a speech bubble for each child and they can blu-tack it to their original annotations of the portrait. 4. Why is the portrait in the Mansion House? Tell them the portrait was promised in 1789, but didn't arrive until 1811. Why did the House get it Two factors- Prince Regency, v.s. 1811 anti-slavery act. They divide into groups for a mini-debate: do they think it was a present for loyalty, or a political statement on George's part?

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION  Symbol cards for portrait activity at KS3

This was included as a reference to classical (i.e. Roman or Greek) architecture. It is used to signify that George is sophisticated and well-educated, as the people of Ancient Greece and Rome were understood to be. Signify- show

Joshua Reynolds, the original artist behind this portrait, believed that it was not important to show people as they actually were, but instead show them as they should look, according to their wealth and status. So this was included to show George as thoughtful, noble and very civilised. Civilised- well mannered and educated

The Order of the Garter is a prestigious order. It is the highest order of chivalry you can be a part of in Britain. This has a pendant of St. George hanging from it. St. George is the patron saint of the order and is used to emphasize the military skill of the members of the order. Prestigious- very important, with high status Chivalry- the qualities required of a knight (bravery, justice, courage etc.) Pendant- a piece of jewellery that hangs from a chain Patron Saint- the special saint of a person/place

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION

The Order of the Garter is a prestigious order. It is the highest order of chivalry you can be a part of in Britain. All members are supposed to wear their garter on ceremonial occasions. This thin band of fabric has the saying "Honi soit qui mal y pense" ("Shame on him who thinks evil of it") depicted on it in gold lettering. Wearing this signifies your membership to the Order and your resulting knightly qualities. Prestigious- very important, with high status Chivalry- the qualities required of a knight (bravery, justice, courage etc.)

Servants would have been included in portraits to show wealth and power of the subject of portraits. In 1787, when this portrait was first displayed, the press made fun of Prince George, saying he could not afford a white servant, but by 1811, when this portrait was given to the Mansion House, no fuss was made about it at all.

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION  Debate cards for George IV activity

1. In 1811, George became Prince Regent. His father had been extremely ill and it was decided that he was no longer fit to rule: so George was given regency over him. On hearing the news, the York Corporation sent a letter to the new Prince Regent, congratulating him and declaring their loyalty to his position.

2. In 1811, a new anti-slavery act was passed. Now, if you were found guilty of participating in the slave trade, you would be punished with transportation (being sent to a distant British colony as a prisoner and an exile). This portrait could have been sent now as a sign of support for this act.  Identity information for George IV activity 1. When the American Revolution happened (1775-1783), many black refugees travelled to England to safety. They were very impoverished in England and were a concern in London. Some people argued that being painted with a black person was a metaphor for how poor George was- he was known to spend his money without thinking about cost. 2. Prince George developed a collection of artwork featuring black servants. His collection included one portrait focussing on a black groom leading a Spanish horse and another in which a black servant carried oysters to people in the front of the painting. 3. Prince George was connected with the anti-slavery movement. The Prince subscribed to The Interesting Narrative of the Life Olaudah Equiano, a negative account of life as a slave, published in 1789. George's official painter, Richard Cosway (appointed 1785) employed Quobna Ottobah Cugoanoanother ex-slave, key in the anti-slavery movement. 4. In 1795, George employed a sixteen year old mixed-race man to be the chief violinist in George's personal orchestra. Although not known for certain, it is quite strongly believed that this violinist's father, Friedrich Bridgetower, was an ex-slave. 5. When this portrait was first displayed at an exhibition in the Royal Academy in 1787, the press mocked the prince for being painted with a black person. Possibly linked to concerns over immigration from America, they questioned if the prince was too poor to afford a white servant. 244

APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION 6. During the seventeenth century, it had been popular to paint aristocratic people with black slaves as a sign of their wealth (and to show they were fashionable). The black slaves would often be very well dressed, as a further sign of their owners' refinement and sophistication. 7. Joshua Reynolds, the original painter behind this portrait, painted several other portraits of wealthy men and women with black servants. This included two other portraits that were painted around the same time as this one of George, when Prince of Wales. 8. In 1807, the Abolition of the Slave Trade Act was passed. This act meant that from then on, the slave trade was no longer allowed in the British Empire. It also encouraged British people and the country at large to press other European countries to end their slave trade. However, it did not abolish slavery.

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APPENDIX 12- CURRICULUM MAPPING & TEACHER CONSULTATION  Group roles for George IV portrait activity

Name:

Name: Time Lord

 Keeps track of how much time the group has left.  Ensures that the group completes the task and that everyone stays focused.  Contributes their own ideas.  Develops the ideas of others with helpful suggestions.

Name: Researcher

Name: Scribe

 Makes sure the group has  Begins to put together enough information to the presentation. produce their  Pauses discussion presentation. sometimes to make sure  Thinks of ways the group all the group members might be able to use the know what's going on. information.  Develops the ideas of  Develops the ideas of others with helpful others with helpful suggestions. suggestions.

Chairperson  Helps bring the whole presentation together.  Ensures that everyone contributes something towards the presentation.  Makes sure everyone has something to say when presenting.  Develops the ideas of others with helpful suggestions.

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APPENDIX 13 SCHOOL PILOTS

32 Appendix 13- School pilots 32.1 Citizenship Over Time Pilot Sessions During May 2014 a pilot three week session on Citizenship through Time was piloted with Year 7 students (aged 11-12) from a local secondary school. The Mount Senior School, York, is an independent 11-18 single sex, day and boarding school in York. This school has a year group size of 19 students which Figure 78 learning the Roles

meant that activities for KS3 could be trialled with a small group of girls to assess their viability and educational relevance.

The three sessions took place on three consecutive Thursdays from 3.30pm to 4.45pm. Using the topic of litter over time, students were asked to consider the role of Medieval, Victorian and Modern York councils in keeping the streets clean. Students engaged in two role plays, one of which was situated in the medieval guildhall, on the site of the Mansion house, and another in the Mansion House. Students were also given a guided tour of the current modern offices of York Council. The students debated contemporary issues in role and were asked to make decisions through active debating on the historical sites.

Feedback from the accompanying teachers was very positive regarding the role plays with the key features being:  the active debating (historical re-enactment and citizenship)  the range of decisions they [the students] had to make  the choice of examples, which flag up continuities to modern city issues (rubbish, taxes etc) 247

APPENDIX 13 SCHOOL PILOTS  the development of anecdotes throughout to add colour and stretch and challenge thinking

As the lead teacher, Helen Snelson, Head of History at the Mount School said in an email “ the students really engaged and thought /learnt”. Whilst the Mount School, York, is an independent school, the average reading ages of the year 7 group (11-12 years old) that took part in the pilot ranged from a reading age of 8 - 14 years old. This indicates that terms of readability, the role plays created for the pilot could be easily adapted for maintained and free schools. Feedback from the students involved was collected in the third workshop session though comments on flip charts. The primary aim was to:   

Figure 79 Feedback from session

Gather students views on the role play activity Ascertain whether this type of activity would be of interest to other students Discover which aspects of the Mansion house were of most interest to the students

 The feedback session focused on these key questions:  What have I found out about York‟s Lord Mayors?  What has been interesting?  What have I learnt?  What else would I like to know and/or find out about the Mansion House?

In all over 73 comments were made by the 19 Year 7 students. These comments can be split into five different categories. The majority of the comments (36%) concerned Citizenship with comments such as:  I have learnt what they do in the council  I learned about what decisions were made a long time ago 248

APPENDIX 13 SCHOOL PILOTS  I would like to find out more about what decisions they came to and who decided what  I have learnt that they only stay a Lord Mayor for a year. Then a new one is selected.

Students were also interested in exploring further the democratic history of their city as shown by one individual “How does a person become a Lord Mayor?” This indicates that the topic of Citizenship and local democracy is of great interest to the students. Students were also particularly interested in the History of the Lord Mayor‟s House, with over 25% of comments being associated with the history of the house or objects within the house e.g.:  “How old is the ceiling?  “Has it ever been bombed

5% Citizenship 23%

36%

or burnt?”

History of city

Lord Mayors House

 [I would like to find out] “About the architecture”

Role Play 25%

 [I would like to find out]

11% Swords

“About the kings that have been in the Mansion House”

Figure 80 Analysis of student comments

Another 5% of comments referred particularly to the swords of state, which the group had seen whilst in the Mansion House indicating that these objects were of particular interest to the young people; “Looking at the swords was interesting”. 249

APPENDIX 13 SCHOOL PILOTS There was also great interest shown in the context of the Mansion House site within the history of the city of York with 11% of comments showing expressing an interest in this aspect; “I have learnt that the town square was a burial ground”. The format of the taught sessions was also commented upon by the students indicating that they had particularly enjoyed the debates in the role plays:  “getting to pretend to be on the council was interesting”  “I found acting out the council meetings interesting”  [What was interesting?] “Doing the acting like we are on the council”  “I found playing the different parts [interesting] and having to think about the decisions that they would have made”  [What was interesting?] “acting out the meetings”  [What was interesting?] “being the character to learn about the council”  “I found debating very interesting”  “I have learnt about the topics they discussed , what they decided and the choices”  I have learnt They [the council] say "I!" if they agree with something”.  “I learnt being on the council and making decisions is hard”  “They [the council] called order a lot!” Overall it would seem that the teachers and students at the Mount School found the three different sessions, tracing the history of citizenship and local democracy in York, very interesting and useful. These sessions could be used as outreach sessions to schools. Alternatively, these sessions could be scaled up to accommodate large groups of secondary school

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APPENDIX 13 SCHOOL PILOTS students using the three historic sites of the Mansion House, Guildhall and West Offices to show the continuity through time of citizenship and local democracy in York. 32.2 GCSE drama workshops and assessed performance During September to November 2014 a GCSE drama performance was piloted with Year 11 students (aged 15-6) from a local secondary school, the Mount Senior School, York. This opportunity to pilot this piece of assessed GCSE performance work arose from discussions over the previous pilot on Citizenship.

Six students visited the Mansion House in June 2014 to learn about the historical context of the Mansion House and began their initial storyboarding and planning. In the autumn term the students made four visits to the Mansion House to refine their ideas and rehearse in situ. Figure 81 Students in character in the kitchens

On Tuesday 25 November the students will perform their Theatre in Education assessed piece of coursework entitled “My Grandma- Queen of the City” to invited Primary school audiences.

This pilot project has been viewed very positively by Rachel Lavell, Drama teacher at the Mount School who said “ Giving Drama students the opportunity to perform in the Mansion House opens up a great many opportunities for them and assist them in what is often subliminal learning, be it in history, social history, architecture, science, politics, the arts.....the list is endless!” The opportunity to perform in the Mansion House as a venue gave the GCSE Drama students the opportunity to “fully fulfill the requirements of the GCSE Drama syllabus for the Theatre-in-Education module. A Theatre-in-Education project requires the students to create a piece of 251

APPENDIX 13 SCHOOL PILOTS

theatre for a target audience and to teach the audience through Drama. Having the Mansion House as a performance space gave the GCSE Drama students the opportunity to research the history of the building, its occupants and its visitors, choose a particular time in history and devise a piece of theatre to teach their chosen audience about the venue.”

The performance is based on the story of Edna Annie Crichton the first female Lord Mayor in 1942 from the perspective of characters who may have been her grandchildren. The invited Primary School children will meet a cook, a land girl and a soldier and learn about the role of a Lord Mayor and the history of the Mansion House in the Second World War in an entertaining and engaging way. In this way the performance piece meets the needs of both KS4 Drama students and KS2 students. As the Drama Figure 82 In character as a 1940s school teacher!

teacher commented;

“Our students' chosen audience was Year 5 students from local primary schools who were invited to the Mansion House to see a performance about the first female Lord Mayor of York during WW2. This performance also fulfilled National Curriculum guidelines for KS2 teachers in History forging a link and giving the junior school pupils an opportunity to learn about local historical landmarks.”

Take up from invited Primary Schools has been very encouraging. Three York Primary Schools, Acomb, Fishergate and Tang Hall will be attending the two scheduled performances on 25 November with 72 pupils. Due to the present limitations on capacity three primary schools have had to be turned away. With the increased capacity after restoration larger audiences could be invited to such events. 252

APPENDIX 14 FAMILY AND CHILDREN ACTIVITIES PILOTS 33 Appendix 14- Family and Children Activities Pilots

33.1 Assize of Ale This family event was held during the York Medieval Festival as part of the historic annual Assize of Ale on Saturday 9 August 2014. Two sessions from 10-12 and 2-4pm were held with make and take activities connected to the shield and coat of arms of the city of York. Relatively small amounts of children attended the event, 17, but over 174 adults explored the Guild Hall. Family sizes varied from 2 children with 7 adults on a trip to York from Oxford, one child with two adults, visiting from Germany, and three children and one adult from York. The event was part of the Yorkshire Archaeological Trust (YAT) medieval Festival and had been well publicised, on the City of York website, http://www.york.gov.uk/news/article/732/assize_of_ale_2014 and the by YAT http://www.yorkshire-medieval-festival.com/event/seal-making-at-guildhall/ . The relatively few family groups attending the event might be explained by the placement of the AOC Archaeology Group tent in St. Helen‟s Square, which blocked the signage and access to the Guildhall. The Scriveners Guild members were also positioned by the entrance to the ally leading to the Guildhall which also blocked signage and access. Although the family events took place in the Guildhall, the physical barriers to participation outlined above may have had an impact on passing visitors to the family event. This may have bearing on planning future partnership events in the Mansion House.

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APPENDIX 14 FAMILY AND CHILDREN ACTIVITIES PILOTS 33.2 Play in a Day Two children‟s events, A Play in a Day, were held on 12 and 13 August in the Mansion House. Seventeen children, aged 8-13, participated in piloting drama activities over the two days.

The plays were based on the character of Lord Rockingham, whose portrait hangs in the state room of the Mansion House where the events took place.

The group examined the portraits in the State Room, as seen on the left, and explored the objects in the room, including the mayoral Chains, and cap of Maintenance.

Figure 83Exploring the State Room

The group also explored the portrait of Lord Rockingham, seen below, and discussed the key aspects of his life and career.

The children then recreated imaginative performances, including simple dance sequences, based on Rockingham‟s life and career through a “time-travelling” Figure 84 Exploring the portrait of Lord Rockingham

dramatic device connecting the past with the present.

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APPENDIX 14 FAMILY AND CHILDREN ACTIVITIES PILOTS

Over seventeen 17 adults returned to view the performances at the end of each day. Figure 86 learning the lines

Figure 85 Practising the dance moves

Figure 87 Planning and Plotting

The two days were favourably received by both children and their parents alike.

The children were asked to record their comments on the drama workshops on post-it notes, before the drama workshops and at the end of the day. Figure 88 Just before the performance

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APPENDIX 14 FAMILY AND CHILDREN ACTIVITIES PILOTS At the end of each day parents were invited to chat to their children and record their joint comments on the drama workshops.

Typically, 41% of the comments from the children referred to lunch time and. As one parent reported of her daughter‟s Figure 89 What did we think about the workshops?

experience, “She really enjoyed the lunchtime experience and making new friends”. However, 35% of comments referred to the drama activities as being very enjoyable, as one child commented “I enjoyed the drama, dancing, games and making friends” and one parent reported that her daughter felt that “... her confidence in performance/drama has improved.”

The use of the Mansion House as a venue for the drama sessions was seen as beneficial in 47% of the comments. These ranged from simple statements from children such as “I like the room” to “I liked the pictures and the drama and it was cool doing it in the Mansion House”. One child was inspired to discover more about the Mansion House “I would like to know the names of all the over [sic] people in the State Room”.

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APPENDIX 14 FAMILY AND CHILDREN ACTIVITIES PILOTS The Mansion House was initially seen, at the start of the day, as an imposing building and the State Room as “... very big and illuminous [sic]” in12% of the comments. One child commented at the start of the day “When I go to the Mansion House I feel overwhelmed by the grandeur”, but by the end of the drama workshops her parent commented “She liked being in the Mansion House and seeing behind "closed doors" and learning about the history”. Both children and parents were of the opinion that staging the drama sessions in the Mansion House, focused on a painting in the collection, enhanced the experience. As two parents commented;  “Great venue for a drama class. Pictures on wall, grandeur, large open space all add to atmosphere and make you believe in the characters being portrayed and the era in which they lived.”  “ I thought it was a fantastic place to do a performance, great to use a York building we don't normally have access to.” The drama workshops were advertised in local primary schools and though Shine, a magazine for York Youth, and Yorzone, York Youth social media. There were no negative comments. As one parent commented “Nothing negative. Can't think of anything to improve.” And as one child was overheard saying “This place is "boss".

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34 appendix 15- IPUP Work Placement M.A. students During the Development Phase two MA students from the Institute for Public Understanding of the Past (IPUP) worked with the Project Officer to research and provide contextual information about the Mansion House collections of Civic Plate and dining in the eighteenth-century for future visitors to the Mansion House. This work explored three of our core themes of:  “At the Lords Table”-Food and eating at the Mansion House and the stories of the tradesmen and suppliers to the Mansion House  “Donors and Patrons”- the individual stories of objects, paintings etc.  “Lord, ladies and cooks”- the stories of those who lived and worked in the Mansion House

During initial discussions with the students, the specific topic of York‟s tea trade and individual Lord Mayors‟ connections with tea-dealing was identified as a topic linked specifically to the proposed interpretation plans for the Yellow Room. This topic was connected directly to Hollon Collection of portraits, china and furniture, donated by Lord Mayor Hollon to the Mansion House in 1864. Tea drinking was also a topic which emphasised the role of the Lady Mayoress in the Mansion House.

The students produced a variety of resources during their 40-hour work-placements, including an information pack for visitors with a timeline of the history of tea, experiments to check whether tea had been adulterated and bibliographies on tea, the tea-trade in York and the civic plate collections. The two students found the work-placement to be very beneficial. “During my Public History MA one of the greatest opportunities I have had is the possibility to

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APPENDIX 15 - IPUP WORK PLACEMENT M.A. STUDENTS undertake a work placement as a part of my degree”. The student‟s reflections on the placement have been included in this section. One student found the placement to be “a great opportunity to develop my research skills” and another learnt how to write her research “up in a style that would be accessible for visitors as I am used to writing for an academic audience”. Both students valued contributing to the planning process for the Heritage Lottery Fund bid and researching themes that the Mansion House could use in future exhibitions; “This felt like an extremely exciting opportunity and the chance to help the Mansion House with their Heritage Lottery Trust funding bid by creating material for possible future exhibitions”.

One student volunteered on the Open Weekend in June. She remarked that this was “I was thrilled to be given the opportunity to discuss the history of the house as well as it‟s present and future with members of the public and I believe I truly gained an understanding about how many people are interested in visiting historic properties.” One student remarked that “this internship has enabled me to begin to build up experience in the sector I one day hope to work in”.

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APPENDIX 15 - IPUP WORK PLACEMENT M.A. STUDENTS  Internship Report 1– Mansion House A day in the life interning with Mansion House: Originally the main aims of the internship at Mansion House were to research it’s collection of Civic Plate, as well as the ‘Eighteenth-century dining experience’ in order to produce a bibliography of sources to form the basis for further research. After talking with our project supervisor, however, the other intern and I decided that it would be much more meaningful for us to produce an information pack intended for visitors rather than simply providing a list of sources. Mansion House is currently putting together a bid for the Heritage Lottery Fund, and the aim of our research was to provide contextual information about the collection of Civic Plate and dining in the eighteenth-century; we were effectively working as ‘historical consultants’ for the house.

York Mansion House

Through meetings with our project supervisor we also identified tea and coffee as useful areas of research. The research we undertook was largely individual and we were based at home rather than at the house itself so the internship involved a degree of self-discipline, however this was not difficult as I found the research topics extremely interesting. My own research focused on tea drinking from the seventeenth-century to the present, and coffeehouses and dining in the eighteenth-century. I was able to look at a wide range of primary and secondary sources, and as well as producing annotated bibliographies of the sources I used I also developed a ‘Timeline of Tea’ showing how tea drinking has changed over time, an ‘eighteenth-century broadsheet’ containing information about tea and coffee drinking in York, and an information sheet about detecting counterfeit tea based on an eighteenth-century source – The Tea Purchaser’s Guide – which may form the basis for a children’s activity in the future. Hopefully the information sheets will be useful for the house as it moves forward with the lottery bid, as they can be used as they are or rewritten in the One of my information sheets about tea and coffee drinking in eighteenth-century York (left), written in future. The annotated bibliographies will the style of an eighteenth-century newspaper (right). also allow someone to conduct further research into these topics at a later date. I thoroughly enjoyed the research process, and it has been lovely to find out more about the Mansion House itself as well as eighteenth-century York.

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„A Timeline of Tea‟ information sheet, showing how the act of drinking tea has changed since it was first introduced in England in the 1650s.

What my internship did for me: This internship immediately appealed to me because I already have a strong interest in the eighteenthcentury and it offered an opportunity to research aspects of the period. However, it was at times difficult to condense all my research and write it up in a style that would be accessible for visitors as I am used to writing for an academic audience. Throughout the internship, therefore, I had to develop skills in writing for the public and this is something I hope to be able to apply in my future career as I would like to work in museums and heritage. Getting experience ‘behind the scenes’ at an historic house was therefore invaluable. I also developed my own research skills as I sought out new sources, and improved upon my communication skills as the internship involved working with another intern as well as meetings with the project supervisor to discuss our progress. I am currently studying for an MA in Public History and will go on to study for a PhD once I have completed my MA, and this internship has enabled me to begin to build up experience in the sector I one day hope to work in.

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APPENDIX 15 - IPUP WORK PLACEMENT M.A. STUDENTS  Internship Report 2– Mansion House Posted on 16 September 2014 http://www.york.ac.uk/ipup/blogs/anni-shepherd/ During my Public History MA one of the greatest opportunities I have had is the possibility to undertake a work placement as a part of my degree and also the chance to apply for a paid summer internship through IPUP. When we were e-mailed the summer internship options and encouraged to apply for them, I immediately wanted to apply for the internships hosted by the Mansion House, a fantastic 18th century civic property owned and managed by the York Civic Trust and City Council. Both internships were advertised as research-based and the main focus was meant to be on researching the silver plate collections of the Mansion House and researching 18th century dining and food. The original output was described as being a bibliography on either topic depending on which internship option I might be successful in applying for. After applying I soon found out that myself and another student from the MA Public History programme were selected for the two internship opportunities hosted by the Mansion House. After a meeting with the internship supervisor of the host organisation, it was agreed that we would independently research some themes that the Mansion House were planning to build their future exhibitions around. This felt like an extremely exciting opportunity and the chance to help the Mansion House with their Heritage Lottery Trust funding bid by creating material for possible future exhibitions sounded even better to me than the original idea of creating a bibliography! Most of the internship consisted of independent research on topics we had discussed and agreed to focus on with the internship supervisor. My research focused on the history of the tea trade and establishing connections between tea trade, tea merchants and shipping with the city of York. The host organisation were very supportive about focusing my research on something I found interesting and enjoyable, whilst still meeting their needs and providing them with a final project which would be of use to them in the future. I was also given the opportunity to participate in the execution of two open days, carried out over a single weekend. During both open days I was supervising children’s activities and answering visitor questions on the future plans about the Mansion House. It was a brilliant opportunity to find out how interested the local community and out of town visitors both were about turning the Mansion House in to a museum. I was thrilled to be given the opportunity to discuss the history of the house as well as it’s present and future with members of the public and I believe I truly gained an understanding about how many people are interested in visiting historic properties especially if they feel they can relate to the themes of future exhibitions. At the end of the internship, me and my intern colleague provided the internship providers with an extensive information pack about our chosen research topics and were assured that our research would be of great use to the Mansion House. Overall, I found the internship a great opportunity to develop my research skills and to be involved with a local museum and provide useful information and input to the organisation during it’s development. I thoroughly enjoyed the internship and would recommend an IPUP internship to any student looking for work experience and a way to develop their museum and heritage industry skill set.

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APPENDIX 15 - IPUP WORK PLACEMENT M.A. STUDENTS Examples of resources produced by students

The TEA PURCHASER’s GUIDE In the 1700s a lot of the tea sold in England had other substances added to it, which made it cheaper to buy and sell. Leaves from trees and hedges were sometimes added to the tea leaves, and some tea sellers even dyed their tea different colours. Tea that had had these other substances added to it was called ‘smouch’. People had to be very careful when they bought tea because smouch did not taste as nice as real tea, and it could even be dangerous. Luckily, there were tests people could do to check that their tea was safe. BLACK TEA When it is tested, real Black Tea should be a dark brown colour. If it is smouch it can turn red, blue, or even green and yellow! Which one is the real Black Tea?

GREEN TEA When it is tested, real Green Tea should be a yellowy green colour. If it is smouch, it can turn black, blue, or sometimes even purple. Which one is the real Green Tea?

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The TEA PURCHASER’s GUIDE OR, THE LADY and GENTLEMAN’s Tea Table and Useful Companion, IN THE KNOWLEDGE and CHOICE OF TEAS. Written by a Friend to the Public. This guide was published in 1785 and was intended to help people identify the best types of tea, how to make the perfect cup of tea and, most importantly, how to detect counterfeit tea. In response to increasing demand from all levels of society, tea leaves were often adulterated with other substances and then sold on to unwary customers. This guide warns the public that their tea leaves could have been dyed a different colour to disguise damage before they had even left China. Dyeing tea leaves was also a common practice in England, as some sellers dyed used leaves to look new or even dyed Black Tea in order sell it on as Green Tea. Leaves from other trees and hedges were often added, as was sawdust. This adulterated tea was known as ‘smouch’. TO DETECT COUNTERFEIT TEA: This guide suggested a series of tests in order to detect counterfeit tea. These tests included looking at the size of the tea leaves, adding milk to Black Tea in order to examine the colour, and even adding chemicals to the tea in order to see if the leaves had been dyed. These chemicals included blue vitriol and hartshorn, made from the horns of a male red deer.

NOTES:

“Dyed Black Tea is generally much larger…Bad Black Tea may also be distinguished by the milk when put into it, as it will rise reddish instead of dark brown”

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APPENDIX 15 - IPUP WORK PLACEMENT M.A. STUDENTS NOTES: Anon. [‘Friend to the Public’], The tea purchaser’s guide: or, The lady and gentleman’s tea table and useful companion (London, 1785).  Pp. 34-35 ‘ADULTERATED TEA’ -‘THE Chinese mix the leaves of other shrubs with the real tea, and so exceeding nice are they in this deception, that it is not uncommon for them to pass the inspection of the India Company’s Supercargoes in India; but these tricks are always discovered here. They also dye the bad bohea with green vitriol to pass for green tea, and can even make green tea, with the infusion of Japan earth, appear in colour like bohea tea. These experiments are only performed upon damaged goods. The English mode of counterfeiting tea is by the assistance of ash and sloe leaves, which being steeped in copperas, undergo the operation mentioned in the former part of this treatise. – There is also another counterfeit for hyson tea from the hulks of wheat, and it is really strong deception. It is also said, and not unlikely, that during the present great demand for green tea, black or bohea is dyed green as a substitute.’  Pp. 36-38 ‘TO DETECT COUNTERFEIT TEA’ -‘Counterfeit Tea from Shrubs. UPON suspicion of having any counterfeit tea made from any shrub, either from China or English produce, make a pot of it; pour out a dish, into which put a grain and a half of blue vitriol or copperas; if it is good genuine green tea, and set in a good light, it will appear of a fine light blue; if it is genuine black tea, it will turn to a deep blue, next to black; but if they are adulterated, there will appear in them colours of green, yellow, black, &c. -Counterfeit Black Tea. A small quantity of this tea will give a deeper colour to the same proportion of water than if it was good; it produces a reddish brown; this is the exact state of the colour of the new modelled damaged tea before-mentioned. When the leaves have been washed and stood a little they will look greener than good bohea. Dyed black tea is generally much larger, therefore it is best to buy the least leaf bohea. Bad black tea may also be distinguished by the milk when put into it, as it will rise reddish instead of dark brown. A little copperas put into this liquor will turn it into a light blue, which otherwise ought to be of a deep blue, inclining to black. And lastly, spirits of hartshorn makes the good tea of a deep brownish yellow, after it has stood awhile, like new drawn tincture of saffron, but it has not that effect on bad tea. -Counterfeit Green Tea. Put only a bit of gall into the liquor, and it will turn presently to a deep blackish colour, which it would not were there no vitriol or copperas in it; for galls do not tincture tea naturally. If the liquor is of a pale green, and inclines to a blueish dye, it is bad; and as in the proceeding article, spirits of hartshorn will make it of a slight purple colour, and cause a small precipitation, instead of a deep greenish yellow, when it has stood a few minutes.’

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APPENDIX 15 - IPUP WORK PLACEMENT M.A. STUDENTS The LADY MAYORESS Invites all the Ladies of York To Take Tea with her at MANSION HOUSE

This present THURSDAY at 2 o’clock. In the 1700s drinking tea became an important social activity for fashionable women with leisure time. These women drank tea together in the home and visited the homes of their friends and acquaintances in order to take tea with them. Tea was served at other social occasions and men also drank it, however it was the woman of the house who was in charge of serving tea to guests. As tea was expensive, servants were not trusted with it and tea leaves were kept in a locked tea caddy in the private closet of the mistress of the house. The ceremony of serving tea to her female guests allowed the mistress of the house to display her status and also to show off her tea service. Tea services, kettles and stands were often very expensive luxury items and displayed their owner’s wealth. At the beginning of the century silver tea services and teapots were popular, however collecting expensive Chinese porcelain became very fashionable later on. Women often took their tea with some food, usually cakes, breadand-butter and sometimes toast. Toast was made by holding bread over an open fire using a long-handled toasting fork and was often burnt!

This is to inform the PUBLIC To take Great Care when purchasing TEA. When it was first introduced tea was an expensive luxury. Several Lord Mayors were tea dealers and sellers in the 1700s, including Henry Raper who was Lord Mayor in 1765 and 1782. In response to a high demand, some tea sellers began to produce adulterated tea. Servants sometimes stole used tea leaves from their employers and sold them to these dealers. These leaves were then dyed to look new and resold. Other substances were also often added to tea leaves, including leaves from trees and hedges and sawdust. This adulterated tea was known as ‘smouch’.

This day is published THE TEA PURCHASER’s GUIDE Written by a Friend to the Public. As drinking tea became increasingly popular, many advice books began to appear on the subject. The Tea Purchaser’s Guide published in 1785, for example, warned readers that ‘Great injury arises’ from drinking tea that is too hot!

This is to inform all members of the GOOD HUMOUR CLUB

That a meeting will be held this present THURSDAY night At Sunton’s Coffeehouse, in Coney Street. MEMBERS ONLY. While women drank tea in the home in the 1700s, men visited coffeehouses. Women were usually not allowed to enter these coffeehouses and they were places where men could do business, read newspapers and engage in political discussion. They also sometimes acted as gambling houses. Over thirty coffeehouses opened in York between 1700 and 1800, and in these coffeehouses men were probably able to read copies of The York Mercury, first published in 1719. Over the century other rival newspapers also appeared, including The York Courant and The York Chronicle. One coffeehouse, Sunton’s on Coney Street, also served as the meeting place of an exclusive club. The Good Humour Club met every Thursday night and its main aim was to encourage ‘good humour’. At these meetings members ate supper and usually drank a lot of punch! All of the members were men, and if a member married he had to buy a bowl of punch for everyone else. Several Lord Mayors were members of the Good Humour Club over the century, including the upholsterer Richard Farrer, the tea dealer Henry Myers and the wine merchant Joshua Oldfield. Like the other members of the Good Humour Club, these Lord Mayors were not members of the aristocracy or gentry. They were tradesmen and professionals of the middling classes, who played a key role in York’s civic government.

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APPENDIX 16 – MANSION HOUSE ORLA HISTORY PROJECT

36 Appendix 16 - Mansion House Oral History Project Proposal To conduct 35 in-depth digital interviews by accredited oral historian, of life below stairs at the Mansion House. To transcribe the interviews, carry out background research and collect personal photographs. To write the publication £6000.00

Fee to York Oral History Society for managing project, assisting with transport, copying of photos 500.00 Expenses – interview transport, copying of photos

300.00

Total

£6800.00

Optional production of podcasts from the material

1500.00

TOTAL -

£8,300

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APPENDIX 17 – MANSION HOUSE TYPICAL WEEK

37- Appendix 17- Mansion House Typical Week This is a typical week after re-opening, from the last weekend in January to Christmas. However, this is a flexible framework and the Mansion House may be closed for specific civic events during the Public Opening section of the week. There are strict criteria for closing during the public opening, for these please refer to the Business Plan.

Pre-booked groups

Mon

Tue

Open to Public

Wed

Thu

Fr i

Sat

Sun

10-12pm Pre-booked School parties and Adult Education groups 12-2pm

Open to Public Term-time Mayor Bear’s, Silver Dragons Holiday Activities

2-5pm Civic/Corporate Events 5-7pm After School Clubs 7-9pm

Young Ambassadors

Civic/Corporate Events

Specialist Tours 9-11pm

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APPENDIX 18 – LEARNING FROM COMPARATORS 38 Appendix 18- Learning from Comparators Executive Summary This Appendix summarises the consultation undertaken with three comparators in March and April 2014. The Project manager consulted Barley Hall and the Merchant Adventurer‟s Hall, in York, on operational models for opening the Mansion House and day-to-day interpretation and education strategies. The Project Officer consulted Cartwright Hall, Bradford Museum and Galleries, on ways in which their Young Ambassadors project had engaged Young People.  Barley Hall with Stuart Jarman Head of Property, 20 March 2014 o Opening Hours  Open 7 days a week  High Season (April-October)10.30-5.00  Low Season (October- April) 10-4pm 3pm last admission  No closed period for cleaning o Staffing levels/ Management Structure  1 paid member of staff on zero hours contract present when building is open  1 duty manager on a salary, also covers lunch and breaks  Volunteers are expect to do half a day, and at least 1 volunteer present at all times.  Administrator who works 3 days per week.  Strong staff training in welcome host and other training. Some is in house some are through external providers. o Group visits  Some group tour visits, good source of income and way to interpret the building. Adult groups like to know about the building and less about medieval life. o Education  School groups have a dedicated staff member to lead the education  Full day is £6.50 per child. Also do half days  12% visitor growth per year 271

APPENDIX 18 – LEARNING FROM COMPARATORS  Generally a 60mile radius for school groups.  80% of learning is carried out in the specially designed class room.  Groups are split, no children are left to roam freely.  Dedicated slots for primary school. o Publications/gifts  Part of YAT, there fore there is large buy and spread of costs.  Items are a mixture of generic items across all YAT sites and more site appropriate items.  Barley hall items carry the logo and have a medieval feel to them. Weapons are popular.  Barley Hall budget for items is 14K per annum o Collecting/disposals  Not part of the halls remit. All items if donated go the YAT archaeological department to be accessioned. o Interpretation  Items and interpretation boards in the house  Audio Guides are available, but only about 20% uptake on this.  Printed information and map in ten languages o Events  In house events  Children‟s birthday parties  Private hires, from weddings through to dinners.  Merchant Adventurers Hall, Lauren Marshall, Hall Manager 14 March 2014 o Opening Hours  Summer-Monday to Thursday 9-5, Friday/Saturday until 3pm. Sundays 11-4pm  Winter 10-4 and Fridays Saturdays 10-3.30. closed on Sundays  Closed January/February. o Staffing levels/ Management Structure  3x hall keepers one of which is senior, varied duties from cleaning to setting up functions and security.  7-late working hours although his may change.  Honorary curators such as art, silver etc 272

APPENDIX 18 – LEARNING FROM COMPARATORS  3 other staff, including hall manager and secretary.  Small group of Volunteers o Group visits  Some group tour visits, good source of income and way to interpret the building.. o Education     

Few groups per year but would like to do more. Lunch and learn c £1.50 per child. Guided tours and handling c £2.00 per child More groups through working with YAT Busiest time June/July

o Publications/gifts  Few items, looking at changing this and the location of the shop. o Collecting/disposals  Company members give items, items are related to York and the company.  Few items are disposed of  Museums status for the collection, important as recognised standard. o Interpretation  Items and boards in the house  Guided tours and looking at  Apply for grant funding to supply a new audio tour of the hall. o Events  Company events  Governor Private Events, although they must pay for usage.  Events (weddings, dinners, markets ETC) pay for the opening of the hall to the public. o Other discussion points  If closed for a function, advertised on twitter and facebook

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APPENDIX 18 – LEARNING FROM COMPARATORS  Cartwright Hall, Bradford Museums and Galleries One of the aims of this Activity Plan is to engage young people. The Young Ambassadors project at Cartwright Hall is an exemplar of ways of engaging young people and therefore the project Officer met with Sofia Maskin in April 2014.

The Young Ambassadors, aged 16-25, were initially recruited from work experience students, Youth Groups, Universities and schools. Whilst formal recruitment methods were used by Cartwright Hall, it was found that recruitment tended to happen informally and by word of mouth. The size of the initial group recruited at Cartwright Hall through these means was 10-11 individuals. When formal recruitment was used at Cartwright Hall, only 3 new young people joined the group thus stressing the importance of word of mouth. From a contact list of 70 Young People at Cartwright Hall, only 20 are regularly involved in the Young Ambassador activities. During the development phase at the Mansion House formal recruitment through the Youth Council, Schools networks, universities and using social media succeeded in recruiting under 10 participants thus proving that establishing a young persons groups is a gradual process.

Through discussion with Cartwright Hall it was clearly evident that establishing a programme of activities aimed at Young People was essential. These could involve:  Workshops  Temporary exhibition programme  Special access to exhibitions, events  Behind the scenes visits  “Curator” talks  Handling session  Arts Award- accredited in year three or four  Using freelancers to create a carousel of workshops. 274

APPENDIX 18 – LEARNING FROM COMPARATORS

Discussion with Cartwright Hall also suggested that it was important to create an “informal” aspect to Young Ambassadors meetings through having a variety of:.  Meetings  Social activities such as trips to other venues as part of a project  Team challenges e..g. Arts Council workshops Experts in their fields talking about their learning journeys  Assisting with workshops During the development phase 10 young volunteers have assisted in three major events at the Mansion house. From the example of Cartwright Hall the timing of meetings was on an Ad hoc basis and focused on projects rather than formal meetings and were usually held over the school holidays. Communication with members of the Young Ambassadors has been through texting, using closed facebook groups, google docs and having a website presence. The Young Ambassadors at Cartwright Hall have been invited to Planning meetings in Bradford Museums Service and those over the Age of 25 have made the transition to becoming Friends of the Museum. This is a model that the Mansion House could adopt.

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APPENDIX 19 – INTERPRETATION & TRAINING BRIEFS FOR KITCHENS 39 Appendix 19- Interpretation and Training Briefs for Kitchen

39.1

Training plan for kitchen interpretation for staff and volunteers by Annie Grey Food Historian

Objectives:  To equip all staff working in the kitchens with knowledge of culinary practices in general, and specifically at MH, during the period c.1730-present day  To concentrate specifically on the period c.1730-40, for which the historic kitchens are set-dresses  To inspire staff to deliver best practice live interpretation to visitors to MH Outcomes:  All staff feel confident that they can answer most questions likely to be asked about the kitchens or the food at MH in the past  All staff are able to link the kitchens with the wider physical environment of the house, and with specific objects on display  All staff understand how the kitchens contribute to the overall interpretation of MH Format:  Two sessions, to be run either consecutively as a morning or afternoon, or two morning/afternoon sessions, depending on staff availability and timings.  Session one will deliver information and background.  Session two will be interactive and hands-on, to encourage staff to draw on personal experience when communicating information to the visitors.

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Session 1: Mainly delivered through presentation and Q&A. Powerpoint where necessary, to illustrate salient points. Topics will include:  Background: aims of overall project, key messages and stories which run across the house (Richard to deliver)  Dining in the past: overview of dining style and change from 1730-present, drawing out key changes and hooks for the public. Contrasts aristocratic, middle class and working class experience with corporate style in vogue at MH. Full explanation of à la Française dining. All to be couched in publicfriendly terms to equip guides with fall-back phrases and easy wins when engaging the public.  Cooking in Georgian England: techniques and food, ingredients and key flavours. Reference to the MH table as laid out for 1789.

Session 2: Delivered in the kitchens themselves, showing all the equipment, ample Q&A. Handling collection to be out and handling encouraged. Interactive demo of 2-3 dishes, to involve staff as much as possible. Tasting. Q&A. Some recipe books to peruse. May well be costumed as well, so that staff can get used to the incorporation of a costumed demo element, which it is hoped will form a key part of the ongoing interpretation of MH.

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APPENDIX 19 – INTERPRETATION & TRAINING BRIEFS FOR KITCHENS 39.2 Kitchen and Display Interpretation Brief Background 1.1.

1.2.

1.3.

The Mansion House has embarked upon a Heritage lottery Fund application to carry out a series of Works in the building with a number of aims and outcomes, 1.2 and 1.3 below. Aim: The „Opening doors‟ Heritage lottery fund project will concentrate on  Increase and enhance public access and community Involvement in the Mansion House  Develop greater educational provision for adult and children visitor groups  Improved Interpretation of the history and usage of the building  Deliver improved conservation of the house and its collections  Achieve financial sustainability Outcomes: To achieve these goals, the project will focus on four key areas:  The restoration of the kitchens, one to a fully working 18th Century kitchen and the other to a modern kitchen. This work will assist in interpreting and exploring the lives of those who have worked in the house over the centuries and will give the ability to illustrate three centuries of eating in the house – the 18th, 19th century and 21st century.  Display of the Gold and Silver collection, including improved interpretation, conservation and access, which will provide the means to learn about the people behind the objects, the York Silver Smiths the donors and patrons.  Development of an integrated environmental and conservation plan to cover the contents and structure requirements of the building, including the installation of an effective conservation heating system to minimise long-term damage to the contents and fabric of the building and reduce its carbon foot print  An Oral history project, collecting memories from those who have been associated with the house such as the butlers, cleaners, cooks along with present and former Lord Mayors and Sheriffs. 278

APPENDIX 19 – INTERPRETATION & TRAINING BRIEFS FOR KITCHENS Overview 1.4. Report to the Project Manager 1.5. Work on the bid to stage 2 submission with scope to carry on to delivery phase. 1.6. Work closely with external providers/experts 1.7. Be an integral part of the council project management team for the project 1.8. Will need to work within the Equality act 2010 1.9. Establish a time table for works 1.10. Provide a breakdown of professional fees 1.11. Recognise the historical significance of the Mansion House and its collection. 1.12. The appointed consultant must liaise with stakeholder groups and interested parties. 1.13. Work closely with York Archaeological Trust (YAT) on the interpretation strategy report for stage 2 submission and into delivery phase. 1.14. Must work closely with the display designers, other historic kitchen experts and YAT on the audio tour development. Monitoring 1.15. The appointed consultant will report to the Project Manager 1.16. There will be an agreed and scheduled of meetings between the designers and Project Manager. 1.17. The appointed architects will be expected to attend on- site meetings with:  Project Manager  YAT  Appointed architects and kitchen experts  Other specialists as required Time scales 1.18. Start of stage 2 development phase December 2013 to be completed by June 2014. 1.19. Start of delivery phase September 2015. To be available for training from August to October 2016.

Break Clauses 279

APPENDIX 19 – INTERPRETATION & TRAINING BRIEFS FOR KITCHENS 1.20. Procurement of services is for the entire project from the HLF development phase through to delivery, RIBA stages 1-7. 1.21. The contract the will be subject to break clauses at the end of stage 2 if the bid is unsuccessful. 1.22. Should the work be of unsatisfactory quality then CYC reserves the right to cancel the contract. Scope of work 1.23. Research menus, feasts and banquets from the period and the buildings history 1.24. Research the role of servants/cooks in the house 1.25. Present findings of 1.21 and 1.21 in a written format 1.26. Assist with the kitchen/basement and silver galleries interpretation in conjunction with YAT and the appointed designers. 1.27. Research and devise the food interpretation to be used in the displays in the basements/kitchens and on the touch screen table. 1.28. Assist with the development audio tour in relation to the role of servants/cooks in the house. 1.29. Be available on specified days (to be agreed) to engage with visitors and educational groups during the development phase. 1.30. In Conjunction with the Education officer develop a series of education sessions for the kitchens. 1.31. Be available on specified days (to be agreed) to deliver specialist tours during the development and delivery phase. 1.32. Advise on relevant historical clothing used in the kitchen/basements. Training 1.33.

1.34. 1.35.

Plan a series of training sessions for staff and volunteers on interpretation methods used in the kitchen areas. Plan to be provided for stage 2 submission. Deliver the training sessions x 6 over 3 days (Delivery phase) Provide illustrated notes in written and digital formats on the training for the volunteers/staff members (Delivery phase)

Historical Information 1.36.

There will be access to information and the Mansion House archives; this will provide back ground information. 280

APPENDIX 20- EVALUATION BRIEF

40 Appendix 20- Evaluation Brief Live brief for HE/FE students to undertake evaluation of the Mansion House HLF project Opening Doors.

The Mansion House wishes to commission a summative and developmental evaluation of the HLF project Opening Doors.

40.1 Background The Mansion House has embarked upon a Heritage lottery Fund application to restore the historic building at the centre of York‟s civic heritage. 

The Aims of the „Opening doors‟ Heritage lottery fund project are:  Increase and enhance public access and community involvement  Develop life long educational opportunities for adults, families and children  Improve the Interpretation of the history  Improve the conservation of the house and its collections  Reduce the carbon footprint  Achieve long term financial sustainability  Establish the Mansion House in the cultural evolution of the city

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Outcomes: To achieve these goals, the project focused on four key areas: 

The restoration of the kitchens

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Display of the Gold and Silver collection

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Development of an integrated environmental and conservation plan ,

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An Oral history project .

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40.2 Context The Mansion House has developed a programme of activities to encourage greater access and engagement with the heritage of the building, those who lived

and worked in the Mansion house and its civic collections. Quantitative and qualitative data has been collected throughout the “Opening Doors” project. The project has focused on engaging four target audiences:  York residents  School groups  Tourists and day visitors  Adult learners including special interest groups and researchers

Through our interpretation strategy and in our Learning Policy the Mansion House aimed to facilitate  Increased public access to the Mansion House  Visitors experiencing the Mansion House in an immersive, sensory and tactile manner.  Visitors gaining a deeper understanding of the significance and importance of the civic heritage of York, the role of the Lord Mayors and the History and Heritage of the Mansion House including its place in local history.  Community engagement with their local civic heritage and participation in heritage events at the Mansion House  Visitors, volunteers and staff gaining new skills and developing a sense of ownership for the civic heritage of the Mansion House  A wide range of effective and enjoyable educational programmes which engage, inspire and interest visitors of all ages and with many different

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 backgrounds and abilities, making a positive contribution to the lives of our visitors and to the communities in which they live. 

Sustainable learning opportunities, programmes and partnerships that encourage new visitors, including those who have not traditionally visited the Mansion House through outreach.

 York Residents, York city Guilds and the local business community experiencing a series of events in a unique historical building  York Residents, tourists and international audiences virtually engaging with the Mansion House and its collections online

40.3 Evaluation purpose To evaluate how well the Opening Doors project has met the Learning and Participation aims of Heritage Lottery Fund, and the project aims as outlined above. 

An assessment of the impact and success of the project

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How far the project has engaged with the target audiences outlined above

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How well the activities will sustain the work beyond the lifetime of the HLF grant

Furthermore, we wish to gather information and data that will be useful for the whole heritage sector and help inform their own current and future policy, planning and delivery, as part of building a useful legacy from the “Opening Doors” project.. Therefore it is important to consider how key findings from this evaluation will be documented and presented for wider dissemination.

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2. Overall purpose of the Live Brief To undertake an evaluative analysis and impact assessment which: 

Learning 

captures the strengths and challenges of the activities and identifies possible next steps



considers areas which went well and other areas which could be developed further

 Participation 

captures stakeholder and audience/s feedback on the activities

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considers how far the Mansion House audiences are engaged with their local and regional civic heritage

 Case studies 

creates case studies and evaluation for wider dissemination to the whole heritage sector

The analysis should address a number of questions which might include: 

How far did the project engage local and regional audiences?

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How has it contributed to volunteer and staff skills development?

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To what extent has it contributed to an increased/higher quality offer for children and young people?

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How has it contributed to the sustainability of the Mansion House?

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How do stakeholders and audience/s view the role of the Mansion House as a result of the Opening Doors project?

The Mansion House will agree the approach with the evaluators which may also include, identifying what has worked and what has not worked – and the reasons for this. The Mansion House might expect to see the following methodology addressed: 284

APPENDIX 20- EVALUATION BRIEF 

Approach and interview a representative sample of stakeholders and audience/s who have participated and/or visited the Mansion House.



Exit surveys during peak and off-peak seasons

3. Deliverables required 

Interim report provided – December 2017. To contain headline findings and summaries of success and challenges of the programme, answers to the questions posed above and outline for case studies

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Case study of main findings drawn together for dissemination on web and as downloadable pdf by end February 2018

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Final report – end March 2018 to include summary recommendations

4. Timetable 

January 2016 – Mansion House will contact local FE/HE colleges and universities for initial discussions

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June 2016- memorandum of understanding between Mansion House and HE/FE institution

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Autumn 2016- working with HE/FE institutions to refine details of evaluation project

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Spring/Summer 2017- Introduce project to students and Initial sampling and interviews exit/surveys undertaken

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Autumn 2017 - final collection and analysis of data

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December 2017- Interim report

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February 2018- case studies

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March 2018- Final Report

5. Expenses- An amount of up to £700 is available to cover student and tutor expenses – inclusive of VAT. 285

APPENDIX 20- EVALUATION BRIEF 6. Management and reporting arrangementsThe students and tutor/s will Report to the Mansion House and Civic Services Manager and work closely with the Education and Learning Officer, Visitor Services Coordinator and Marketing and Civic Services Officer.

7. Confidentiality The evaluators will be required to maintain the confidentiality of all proprietary or privileged information to which they may be party to in the course of the work.

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