On 18 December 2009, the Stories of the World leads for the South West met to progress the participation of children and young people in museums. Discussion of vision, aims and objectives was central. A powerful commentary was that museums can offer one of the few public places and spaces for the young without prejudice, “A neutral and comfortable non-threatening space where there are free thinking opportunities to gain knowledge;” “A shared space of shared interest where people, including the young, can let their minds go free and can make whatever connections and conversations they want;” “museums as spaces, places and collections that spark interest, engage, surprise and offer insight and understand of the past.” The aim in the South West is clear: “To energise activity with and for children and young people to facilitate connections between them and the world culturally and historically.”

Four key objectives were agreed to steer the involvement of children and young people in the work and direction of museums in the South West:

• To activate individual and collective opportunities for children and young people to take part in decision making to improve the work of museums;

• To seek and harness the expertise and resources of partners to compliment each other;

• To ensure our current and future collecting and collections are informed by and relevant to children and young people;

• To ensure the environments in which museums operate are culturally, socially and physically relevant to children and young people.

Built in not bolted on

The Stories of the World partnerships are looking to build in rather than bolt on the participation of children and young people across the work and activity of museums. To help in this, museums across the UK are using Hear by Right, the participation framework, based on Peters and Waterman’s 7 Standards model of organisational change (Badham and Wade, 2008). The group mapped current approaches to involving children and young people in its work in museums and planned further activity.

“Our map shows we are mostly doing stand alone, externally funded projects which makes it more difficult to embed participation and enable children and young people to have a wider influence through ongoing forums or advisory groups to influence wider decision making in our museums.”

“Our plan shows we can build on what we are doing to extend the amount and range of involvement opportunities, including networks, larger events and advisory groups.”

To build participation into the fabric of museums, partnerships agreed in summer 2009 seven participation priorities, one from each Hear by Right standard. These are for the organisation to demonstrate participation as a central commitment, ensure a resourced plan is in place, set up a range of relevant approaches, record and evaluate evidence of dialogue and change, build participation into key job roles, build staff capacity and have key managers and leaders as effective champions for the voice and influence of children and young people.

How are we doing?

The South West Stories of the World participation leads felt “very encouraged by shared inspiration and values,” while recognising that “We need to build the argument with those with the power to affect wider change.” The greater inclusion of children and young people in museums is not a distant vision. It is happening now where museums are “Places where children and young people of all backgrounds use our resources and services, also offering support to other organisations; spaces for representing children and young people to other generations, giving people a voice and area for shared issues, discussion and exploration and fun.”

The top seven Hear by Right indicators in full

1.1 The participation of children and young people is a central commitment of the organisation

2.2 The strategic plan for active involvement is agreed and in place, with key staff, roles and resources identified for its implementation

3.1 Children and young people are consulted on and help review structures for their active involvement

4.3 Recording and evaluation systems are in place to identify and share learning and evidence of change arising from children and young people’s participation

5.1 Relevant job descriptions specify skills and commitment to active involvement

6.2 There is capacity building for staff to gain skills for the safe, sound and effective participation of children and young people

7.1 Key managers and leaders act as champions for the active involvement of children and young people, with clearly identified responsibilities